00 City Stars 9 Ts Cont.qxp_00 City Stars 9 Ts Cont

Virginia Evans – Jenny DooleyKsenia Baranova – Victoria Kopylova –

Radislav Millrood

Teacher’s Book

00 City Stars 9 Ts Cont.qxp_00 City Stars 9 Ts Cont 5/26/17 4:42 PM

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,Berkshire RG19 6HW, United KingdomTel.: (0044) 1635 817 363Fax: (0044) 1635 817 463email: [email protected]

© Virginia Evans – Jenny Dooley – Ksenia Baranova – Victoria Kopylova – Radislav Millrood 2017

Design and Illustration © Express Publishing, 2017

First published in this edition 2017

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmittedin any form, or by any means, electronic, photocopying, or otherwise, without the prior written permission ofthe publishers.

This book is not meant to be changed in any way.

ISBN


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Contents

Introduction to the Teacher .............................................................................................................. p. 4

Starter ................................................................................................................................................. p. 8

Module 1 ............................................................................................................................................. p. 10

Module 2 ............................................................................................................................................. p. 28

Module 3 ............................................................................................................................................. p. 46

Module 4 ............................................................................................................................................. p. 64

Module 5 .............................................................................................................................................. p. 84

Module 6 .............................................................................................................................................. p. 104

Language in Use Key .......................................................................................................................... p. 122

Revision Key ........................................................................................................................................ p. 127

Writing Bank/RNE Listening Practice Key ........................................................................................ p. 130

Grammar & Vocabulary Key .............................................................................................................. p. 132

Key Word Transformations Key ........................................................................................................ p. 133

Student’s Book Audioscripts ............................................................................................................. p. 134

Evaluations ......................................................................................................................................... p. 143


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City Stars 9 is a modular secondary-level coursefor learners studying British English at upper-intermediate towards advanced level. It allows aflexibility of approach which makes it suitable forclasses of all kinds, including large or mixedability classes. The course is based on and fulfillsall the requirements of the Russian Federal StateStandard of Education. The Student’s Book hasbeen approved by the Russian Academy of Scienceand the Russian Academy of Education.

City Stars 9 consists of six modules. Each moduleconsists of nine units plus Language in Use,Revision and Skills sections.

COURSE COMPONENTS

Student’s Book

The Student’s Book is the main component of thecourse. Each module is based on a single themeand the topics covered are of general interest. Allmodules follow the same basic structure (seeElements of the Coursebook).

Teacher’s Book

The Teacher’s Book contains Teacher’s Noteswhich provide step-by-step lesson plans andsuggestions about how to present the material.This book also includes a complete Key to theexercises in the Student’s Book and theaudioscripts of the listening material.

Class Audio CDs

The Class Audio CDs contain all the recordedmaterial which accompanies the course. Thisincludes the dialogues and texts in the Listeningand Reading sections, as well as model dialogues,Pronunciation/Intonation section and the materialfor all listening tasks.

Student’s Audio CD

The S’s Audio CD contains the main texts ormodel dialogues in the Reading sections of theStudent’s Book, Pronunciation/Intonation tasksfor the purposes of homework and preparation.

ELEMENTS OF THE COURSEBOOK

Each module begins with a modular page thatcontains: a brief overview of what will be coveredin the module, pictures and words/phrasesrelated to the theme of the module, and exercisesto practice the vocabulary presented.

Each module contains the following sections:

Vocabulary

Pictures are employed to introduce Ss to thevocabulary of each module. (See Student’s Book Ex. 1a, p. 18) Vocabulary is practiced through various typesof exercises. A particular feature of the book is theteaching of collocations, which helps Ss remembervocabulary items as parts of set expressions. (SeeStudent’s Book Ex. 3, p. 25)

Grammar

• The grammar items in each module arepresented by means of clear and concise theoryboxes.

• Grammar exercises and activities reinforceSs’ understanding of these items. There is alsoa Grammar Reference section at the back ofthe Student’s Book that offers more details.

Listening tasks and Speaking practice

• Ss can develop their listening skills through avariety of tasks. These tasks employ thevocabulary and grammar practiced in eachmodule, in this way reinforcing understandingof the language taught in the module.

• Controlled speaking activities have beencarefully designed to allow Ss guided practicebefore leading them to freer speaking activities.

Pronunciation/Intonation

Pronunciation activities help Ss recognise soundsand reproduce them correctly. Intonation activitieshelp Ss improve their intonation patterns.

Everyday English

These sections provide practice in real-lifecommunication. Standard expressions and languagestructures associated with realistic situations areextensively practised.Study Skills Brief tips, explanations and reminders at variouspoints throughout each module help Ss developstrategies which improve holistic learning skillsand enable Ss to become autonomous learners ofthe English language.

Reading textsThese texts or situational dialogues practise specificreading skills such as skimming, scanning, intensivereading for specific purposes, understanding textstructure and so on. The texts are usually exploitedin four stages:• a warm-up activity to intrigue students;

Introduction to the Teacher

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• top-down activities (scanning and reading forgist);

• bottom-up activities (reading for detailedunderstanding);

• oral reproduction (Ss outline the main pointsof the text).

Writing The writing sections have been carefully designedto ensure that Ss systematically develop theirwriting skills.• A model text is presented and thoroughly

analysed, and guided practice of the languageto be used is provided.

• The final task is based on the model text andfollows the detailed plan provided.

• All writing activities are based on realistictypes and styles of writing such as letters,emails, descriptions, postcards and reviews.

Culture Corner & Curricular sections Each module contains a Culture Corner and aCurricular section.• In each Culture Corner, Ss are provided with

cultural information and read about aspects ofEnglish speaking countries that are thematicallylinked to the module. Ss are given the chance toprocess the information they have learned andcompare it to the culture of their own country.

• Each Curricular section enables Ss to link thethemes of the module to a subject from theirschool curriculum, thus helping themcontextualise the language they have learnt byrelating it to their own personal frame ofreference. Lively and creative tasks stimulateSs and allow them to consolidate the languagethey have learnt throughout the module.

Skills sectionsThese sections offer students practice on all fourlanguage skills.

Moscow Culture & Russia sectionsThese sections contain cultural information aboutaspects of Russia and its capital and arethematically linked to the module.Module Language Review & Revision sections

These follow every module and reinforce Ss’understanding of the topics, vocabulary, andstructures that have been presented. Gamesenable Ss to use the new language in an enjoyableway, using the format of a team competition andpromoting humanistic learning.The material has been designed to help Ss learn newlanguage in the context of what they have alreadymastered, rather than in isolation. In the Revisionsections, a grading scheme allows Ss to evaluatetheir progress and identify their weaknesses. Theobjectives of the module and the Ss’ achievementsare clearly stated at the end of each Revision section.

Grammar Reference section

This section offers full explanations and review ofthe grammar structures presented throughoutthe book. It can be used both in class and athome to reinforce the grammar being taught.

American English – British English Guide

An American English – British English Guideoutlines and highlights differences between thetwo main international varieties of English.

Writing Bank

This section provides preparation of the writingtask types as they are presented in the Student’sBook. It contains theory, plans, full-length modelcompositions and useful language to help Ssproduce successful pieces of writing.

Further Practice Sections

This section offers Ss further practice on wordformation, key word transformations, etc.

Irregular VerbsThis provides students with a quick reference listfor verb forms they might be unsure of at times.

Word ListA complete Word List contains the new vocabularypresented in each unit, listed alphabetically, with aphonetic transcription of each word.

SUGGESTED TEACHING TECHNIQUES

A Presenting new vocabulary

Much of the new vocabulary in City Stars 9 ispresented through pictures. Ss are asked to matchthe pictures to listed words/phrases. (SeeStudent’s Book, Module 1, p. 8, Ex. 1a.)Further techniques that you may use to introducenew vocabulary include:• Miming. Mime the word you want to introduce.

For instance, to present the verb sing, pretendyou are singing and ask Ss to guess the meaningof the word.

• Synonyms, opposites, paraphrasing and givingdefinitions. Examples:

– present the word strong by giving a synonym:“powerful”;

– present the word strong by giving itsopposite: “weak”;

– present the word weekend by paraphrasingit: “Saturday and Sunday”;

– present the word famous for by giving itsdefinition: “very well-known (person orthing)”.


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• Example. Examples place vocabulary into contextand consequently make understanding easier. Forinstance, introduce the words city and town byreferring to a city and a town in the Ss’ country:“Rome is a city, but Parma is a town.”

• Sketching. Draw a simple sketch of the wordor words you want to explain on the board.For instance:

• Flashcards. Flashcards made out of magazine

or newspaper pictures, photographs, ready-made drawings and any other visual materialmay also serve as vocabulary teaching tools.

• Use of L1. In a monolingual class, you mayexplain vocabulary in the Ss’ native language.This method, though, should be employed inmoderation.

• Use of Dictionary. It is suggested that Ss at thislevel refer to a bilingual/monolingual dictionary.

The choice of technique depends on the type ofword or expression. For example, you may find iteasier to describe an action verb through mimingthan through a synonym or definition.

B Choral and individual repetition

Repetition will ensure that Ss are thoroughlyfamiliar with the sound and pronunciation of thelexical items and structures being taught andconfident in their ability to reproduce them.Always ask Ss to repeat chorally before you askthem to repeat individually. Repeating chorallywill help Ss feel confident enough to thenperform the task on their own.

C Listening/Reading

You may ask Ss to read and listen for a variety ofpurposes:• Listening and reading for gist. Ask Ss to read or

listen to get the gist of the dialogue or text beingdealt with. (See Student’s Book, Module 1, p. 10,Ex. 2b. Tell Ss that in order to complete this tasksuccessfully, they do not need to understand everysingle detail in the text.)

• Reading for detail. Ask Ss to read for specificinformation. (See Student’s Book, Module 1, p. 8, Ex. 2.Ss will have to read the text on pages 8, 9 for a secondtime in order to do the task. They are looking for specificdetails in the text and not for general information.)

D Speaking

• Speaking activities are initially controlled,allowing for guided practice. (See Student’s Book,Module 1, p. 18, Ex. 1b where Ss use the samestructures to express annoyance.)

• Ss are then led to free speaking activities. (SeeStudent’s Book, Module 2, p. 38, Ex. 3b whereSs compare photos, provided with the necessarylexical items and structures.)

E Writing

All writing tasks in City Stars 9 have been carefullydesigned to closely guide Ss to produce a successfulpiece of writing.

• Always read the model text provided and dealwith the tasks that follow in detail. Ss willthen have acquired the necessary language todeal with the final writing task. (See Student’sBook, Module 1, p. 20.)

• Make sure that Ss understand that they arewriting for a purpose. Go through the writingtask in detail so that Ss are fully aware of whythey are writing and who they are writing to.(See Student’s Book, Module 1, p. 20, Ex. 1. Ssare asked to write a for-and-against essay.)

• Make sure Ss follow the detailed plan they areprovided with. (See Student’s Book, Module 1,p. 21, Ex. 8.)

• It would be well-advised to actually completethe task orally in class before assigning it aswritten homework. Ss will then feel moreconfident with producing a complete piece ofwriting on their own.

F Projects

• When dealing with project work, it is necessaryto prepare Ss well in class before they attemptthe writing task at home.

G Assigning homework

When assigning writing tasks, prepare Ss as wellas possible in advance. This will help them avoiderrors and get maximum benefit from the task.

Note: Check these words sections can be treatedas follows: Go through the list of words beforeSs read the text and present the new words bygiving examples, synonyms/opposites or mimingtheir meaning.

Alternatively, go through the list of words afterSs have read the text and ask Ss to explain thewords using the context they appear in. Ss cangive examples, mime/draw the meaning, or lookup the meaning in their dictionaries.


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Commonly assigned tasks include:Copy – Ss copy an assigned extract (to theteacher’s discretion);Dictation – Ss learn the spelling of particularwords without memorising the text in which theyappear;Vocabulary – Ss memorise the meaning of wordsand phrases or use the new words in sentences oftheir own;Reading Aloud – Assisted by the S’s CDs, Ss practiseat home in preparation for reading aloud in class;Project – After they have been prepared in class,Ss complete the writing task;Writing – After thorough preparation in class, Ssare asked to produce a complete piece of writing.

H Correcting students’ work

All learners make errors – it is part of the learningprocess. The way you deal with errors depends onwhat the Ss are doing.

• Oral accuracy work: Correct Ss on the spot, either by providing the

correct answer and allowing them to repeat,or by indicating the error but allowing Ss tocorrect it. Alternatively, indicate the error andask other Ss to provide the answer.

• Oral fluency work: Allow Ss to finish the task without interrupting,

but make a note of the errors made and correctthem afterwards.

• Written work: Do not over-correct; focus on errors that are

directly relevant to the point of the exercise.When giving feedback, you may write themost common errors on the board and get theclass to attempt to correct them.

Remember that rewarding work and praising Ss isof great importance. Post good written work on adisplay board in your classroom or school, or give“reward” stickers. Praise effort as well as success.

I Class organisation

• Open pairs The class focuses its attention on two Ss doing the

set task together. Use this technique when youwant your Ss to offer an example of how a task isdone. (See Ex. 5b on p. 33 of the Student’s Book.)

• Closed pairs Pairs of Ss work together on a task or activity

while you move around offering assistanceand suggestions. Explain the task clearlybefore beginning closed pairwork. (See Ex. 3b onp. 18 of the Student’s Book.)

• Stages of pairwork – Put Ss in pairs. – Explain the task and set time limit. – Rehearse the task in open pairs. – In closed pairs, get Ss to do the task. – Go around the class and help Ss. – Open pairs report back to the class.

• Group work Groups of three or more Ss work together on a

task or activity. Class projects or role play aremost easily done in groups. Again, give Ss asolid understanding of the task in advance.

J Using the Student’s Audio CD

Dialogues, texts and Pronunciation sections arerecorded on the Student’s Audio CD. Ss have thechance to listen to these recordings at home asmany times as they want to improve theirpronunciation and intonation.

• S listens to the recording and follows the lines.• S listens to the recording with pauses after

every sentence/exchange. S repeats as manytimes as needed, trying to imitate the speaker’spronunciation and intonation.

• S listens to the recording again. S reads aloud.

K Using L1 in class

Use L1 in moderation and only when necessary.

ABBREVIATIONS

Abbreviations used in the Student’s Book andTeacher’s:

T Teacher S(s) Student(s) HW Homework L1 Students’ native

languageEx(s). Exercise(s)

p(p). Page(s) e.g. For example i.e. That is etc Et cetera sb Somebody sth Something


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Vocabulary

1 To revise vocabulary for disasters

• Explain the task and give Ss time to completethe spidergrams in their notebooks.

• Check Ss’ answers on the board.

Answer Key

natural disasters: tsunami, earthquake, landslide,flood, freak storm, avalanche, volcanic eruption

man-made disasters: rail accident, war, factoryexplosion, plane crash, road accident

2 To revise vocabulary for shops

Explain the task and give Ss time to complete itthen check Ss’ answers around the class.

Answer Key

1 shoe shop 5 hair salon 9 baker’s 2 clothes shop 6 optician’s 10 post office 3 chemist’s 7 butcher’s 4 jeweller’s 8 florist’s

3 To revise vocabulary related to faultyproducts


Answer Key

1 broken 3 cracked 5 broken 2 scratched 4 chip 6 missing

4 To revise vocabulary related toshopping


Answer Key

1 D 3 A 5 B 7 G 2 E 4 F 6 H 8 C

5 To revise vocabulary related to socialissues


Answer Key

1 improve 3 Pick up 5 raised 2 Donate 4 volunteer 6 join

6 To revise vocabulary related to social/environmental issues


Answer Key

1 D 2 E 3 B 4 A 5 C 6 F

1, 4, 6 are environmental problems

7 To revise vocabulary related toliterature


Answer Key

1 romance 2 fantasy 3 historical 4 classical

8 To revise vocabulary related toliterature


Answer Key

1 fiction 5 historical 9 set 2 waste 6 main 10 bestseller 3 keen 7 absorbed 4 original 8 twist

9 To revise vocabulary related toeducation & learning


Answer Key

1 drop out 4 did 7 recalling 2 won 5 take 8 memorise 3 enrolled 6 tutor

10 To revise vocabulary related toappearance & body


Answer Key

1 grow 4 plucked 7 do 2 pierced 5 shaved 8 highlighted 3 lose 6 enhance

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11 To revise vocabulary related to bodylanguage


Answer Key

1 raised 4 opened 7 tongue-tied 2 scratching 5 wrinkled 8 fidgeting 3 biting 6 rubbing

12 To revise everyday English expressions

Give Ss time to choose the correct response foreach question and then check Ss’ answers aroundthe class.

Answer Key

1 a 3 b 5 b 7 b 9 a 11 a 2 b 4 b 6 a 8 a 10 b 12 b

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In this module, Ss will explore the topics of ways ofliving, customs & traditions, cultures, alternative living,air travel and daily problems & annoyances.

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Lesson Objectives: To give an overview of the module,to introduce key vocabularyVocabulary: Ways of living (modern conveniences,homeless people, rummage through rubbish, consume,society, man-made cave houses, tribal group)

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Lesson Objectives: To listen and read for gist, to readfor specific information, to revise present tenses, totalk about different communities, to prepare and actout an interviewVocabulary: Verbs (migrate, flee, shear, rear); Nouns(nomad, veil, tribe, livestock herder, drought, stilt hut,monsoon season, spear, possession, hospitality, satellitedish); Adjectives (first-hand, harsh, trading, idyllic);Phrases (take sth for granted, be struck by sth, sparselypopulated)

10-11

Lesson Objectives: To listen and read for gist, to readfor specific information, to revise stative verbs, torevise past tenses, to describe an imaginary experience,to describe an imaginary visit to a placeVocabulary: Nouns (escalator, lift, revolving door, spear,the elderly); Adjective (Stone Age, invisible); Phrases(meet with terror/ suspicion, gasp of wonder)

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Lesson Objectives: To read for lexico-grammaticalcorrectness, to describe an imaginary situation, to givea presentation on immigration to your countryVocabulary: Verbs (trace, undergo, proceed, acquire);Nouns (immigrant, inspection, ancestor, pier, chalk,literacy test, process, exchange, family reunion, nickname);Adjectives (brief, obvious, mere); Phrase (burden to thestate)

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Lesson Objectives: checking in for a flight, to learn theintonation of requesting & responding, to act out adialogueVocabulary: At the airport (conveyor belt, aisle/windowseat, boarding card, passport control, check-in desk, handluggage, departure gate, security check)

14-15

Lesson Objectives: To read for gist, to read forcohesion and coherence, to give a report on how toreduce waste, to describe an imaginary experienceVocabulary: Verbs (scavenge, rummage, condemn); Phrasalverbs (rope (sb) in tuck into); Nouns (consumer waste, lid,devotee, landfill site, sell-by date); Adjectives (discarded,edible, intact, pitying, sealed, steamed, roasted); Phrases(urban foraging, be tempted to)

16-17

Lesson Objectives: To listen and read for gist, to read forspecific information, to revise comparisons, to act out aninterview, to compare you lifestyle with another’sVocabulary: A home from home (busiest airport,passengers waiting, delayed flights, departure hall, passportand ticket, leave the terminal, permanent residents,wheeling suitcases, business trip, loud announcements,bustling passengers, security staff, cold bus terminal, escapefrom debts, legal problems); Verbs (engage in, detect);Nouns (vending machine, jangle, migrant workers);Adjectives (presentable, awakened); Adverb (permanently);Phrases (give the impression, foreseeable future)

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Lesson Objectives: To talk about daily problems &annoyances, to listen for specific informationVocabulary: Daily problems & annoyances (cars parked onpavements, a dripping tap, noisy construction work, strayanimals, graffiti & litter, overgrown gardens, overcrowdedpublic transport, poor quality of life, makes your day morestressful, people unable to use pavements – dangerous,health hazard, cause flooding & damage to homes, cancause depression)

Topic

Modular page

1a People

1b Culture shock

1c Culture Corner

1d Everyday English

1e Alternative living

1f A home from home

1g Skills

Lifestyles

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▶▶ What’s in this module?

Read the title of the module Lifestyles and ask Ssto suggest what they think the module will beabout (the module is about ways of living andcustoms & traditions around the world). Go throughthe objectives box to stimulate Ss’ interest in themodule.

Vocabulary

1 a) To introduce new vocabulary

• Direct Ss’ attention to the pictures andelicit what each shows. Ask Ss to read thesentences under each one.

• Go through the words in the list andexplain/elicit the meanings of any unknownwords.

• Give Ss time to complete the sentences.

Answer Key

1 tribal 4 man-made 7 rummage 2 society 5 conveniences 3 homeless 6 consume

b) To listen for conformation

• Play the recording. • Ss listen and check their answers.

OVER TO YOU!

To describe your lifestyle and expressa personal opinion on the topic

• Allow Ss some time to prepare their answers.Ss can talk about their city and house.

• Elicit answers to the questions in the rubricfrom various Ss around the class.

Suggested Answer Key

• I live with my parents and brother in a house/flatin the city and I go to school five days a week. Ihave all the modern conveniences of city life suchas public transport, libraries, schools, museums,hospitals, cinemas and theatres. In my free time Iplay basketball or go to the cinema. My house isquite comfortable with three bedrooms and alarge living room. It’s got a great view of thepark nearby and has also got central heating.

• I would not like to live in a cave house because Ilike my life in the city. I don’t think I can liveunder the earth./I would like to live in a cavehouse because I think it would be cool and quiet.It’s also environmentally friendly.

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Lesson Objectives: To read for gist, to read forcohesion and coherence, to write about a communitysharing schemeVocabulary: Verbs (rule, swap); Phrasal verb (drop sthoff); Nouns (consumerism, landfill, lawnmower, ladder,power drill, dust, dozens, ownership); Adjective (reusable);Phrase (community spirit)

20-21

Lesson Objectives: To analyse a model essay, to learn/practise linkers, to practise topic sentences, to practisewriting techniques, to write a for-and-against essay

22-24

Lesson Objectives: To read for specific information, tolisten for specific information, to write a letter, to talkabout renting a room, to practise word formation, topractise key word transformation, to write a for-and-against essay

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Lesson Objectives: To listen and read for gist, to readfor specific information, to compare houses, todevelop thinking and creativity skillsVocabulary: Nouns (era, concrete plant, panel, pipe,elevator, area, pram); Adjectives (prefabricated, residential,steep)

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Lesson Objectives: To listen and read for gist, to readfor specific information, to write about an imaginarysituation. Vocabulary: Verbs (stretch); Nouns (herder, ancestors,state farm, teepee, pole, boarding school, tundra, gasreserves, pipelines, income); Phrases (work ethic, domesticissues)

Russia 1

Moscow Culture 1

1i Writing

1h Curricular: Citizenship

Skills 1


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Vocabulary & Reading

1 a) To introduce the topic and keyvocabulary, to predict the content of the text

• Direct Ss’ attention to the pictures. • Explain/Elicit that they show nomads. Go

through the list of words and explain/elicitany unknown words.

• Elicit Ss’ guesses to the questions.

(Ss’ own answers)

b) To listen and read for specificinformation

Play the recording. Ss listen and follow the texts intheir books and check their guesses from Ex. 1a.

Answer Key

Tuareg: wear indigo veils, like drinking mint tea, livein tents

Sea Gypsies: live on hand-built wooden boats, havea deep knowledge of the sea, catch and sell fish

Mongolian nomads: keep farm animals, live intents, are very hospitable

2 To read for specific information

• Ask Ss to read the Study Skills box. • Give Ss time to read the questions 1-10 and

then read the text again and match the textsto the questions following the instructions inthe Study Skills box.

• Check Ss’ answers and ask them to justify them.

Answer Key

1 A (seemed like an idyllic way of life) 2 B (can see twice as clearly and stay

underwater twice as long as normal)

3 C (the satellite dish attached to the outside ofthe tent)

4 B (So deep is their knowledge of the sea thatthey recognised the signs of the 2004 Asiantsunami)

5 B (settling in temporary stilt huts only duringthe monsoon season)

6 B (I felt … sad that …) 7 A (in the past … they protected the camel

trading caravans … now they mostly workas livestock herders)

8 C (it’s rude to pass an empty tent withoutgoing in to help yourself to refreshments)

9 A (many Tuareg are migrating to cities) 10 B (the Moken are facing problems … reducing

their population)

• Refer Ss to the Check these words box andexplain/elicit the meanings of the words or ask Ssto use their dictionaries and look them up.


take sth for granted (phr): to assume sth will alwaysbe true

nomad (n): a person without a permanent homewho moves from place to place

first-hand (adj): having personal experience of sth be struck by sth (phr): to be surprised, impressed by sth veil (n): a thin piece of cloth worn over the face tribe (n): a group of people who live together in a

usu rural area and share the same language, cultureand history

harsh (adj): severe trading (adj): relating to the buying and selling of goods caravan (n): a group of people and animals travelling

together livestock herder (n): sb who looks after herds of farm

animals idyllic (adj): perfect drought (n): a period without any rain migrate (v): to move from one place to another to live stilt hut (n): a wooden dwelling built on top of tall

pieces of wood, raised off the ground monsoon season (n): the rainy season in hot Asian

countries spear (n): a weapon consisting of a length of wood

with a sharp metal point at the end possession (n): anything you own flee (v): to run away from sth (usually danger) sparsely populated (phr): not many people living

there ≠ densely populated hospitality (n): friendliness & generosity (of a host) shear (v): to cut the hair of an animal rear (v): to breed and raise an animal satellite dish (n): a piece of electrical equipment that can

receive special signals from a satellite (usually for TV)

The Fulani people live in Africa. They are a

minority in countries such as Ghana, Nigeria Mali,

Cameroon, Niger, Chad, Côte d’Ivoire but in Guinea

they represent 40% of the population. They are a

nomadic people herding cattle, goats and sheep.

Los Angeles is in California, USA. With a

population of about 4,000,000 it is the second

most populous city in America. It is a leading world

centre of business, entertainment and international

trade. LA is home to Hollywood.

Guadix is located in Granada, Spain. It is a tourist

centre and produces strawberries, vegetables and

cereals.

BACKGROUND INFORMATION

Peoplea1


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3 To consolidate new vocabulary

• Give Ss time to match the words in bold to thedefinitions in the list using their dictionaries tohelp them if necessary.

• Check Ss’ answers around the class.

Answer Key

harsh = rough livestock herders = people who keep farm animals idyllic = perfect migrating = moving to live elsewhere temporary = for a short time treated = behaved towards fled = left because of danger rear = care for from birth


• Explain the task and give Ss time to completeit. Ss can use their dictionaries.

• Check Ss’ answers. • As an extension ask Ss to make sentences using

the other option.

Answer Key

1 Help 3 show 5 granted 2 treated 4 move


1 He offered me a cup of tea. 2 Please behave yourself or you’ll be grounded. 3 Indicate your preference by ticking the appropriate

box. 4 He’s a very busy person, always on the go. 5 I’m not sure, but I think it’s the correct answer.


• Explain the task and give Ss time to completethe phrases and write their sentences.

• Check Ss’ answers by asking various Ss aroundthe class to read out their sentences.

Answer Key

1 witness 3 stilt 5 sparsely 7 dairy 2 struck 4 monsoon 6 show


Steven Jones was able to witness first-hand theway of life of the Tuareg people.

He was immediately struck by the indigo veils they wear. The Sea Gypsies live in stilt huts. There is a lot of rain during the monsoon season. Mongolia is a sparsely populated country. There are

few people living there. Mongolian nomads think it is important to show

hospitality to their guests. They rear animals for meat and dairy products.

Grammar

6 a) To present/practise/revise presenttenses

• Give Ss time to complete the task and thencheck Ss’ answers and ask various Ss toexplain the use of each tense to the class.

• Refer Ss to the Grammar Reference sectionon pp. GR1-GR3 for more information.

Answer Key

1 have lived (present perfect – a situation that startedin the past and continues to the present)/have beenliving (also possible to emphasise duration)

2 hunt (present simple – a habit) 3 catch (present simple – a habit) 4 is threatening (present continuous – sth happening

around the time of speaking) 5 is getting (present continuous – a developing

situation) 6 have already starved (present perfect – a situation

that started and finished in the recent past) 7 has been trying (present perfect continuous – a

situation that started in the past and stillcontinues with emphasis on duration)

8 believes (present simple – a state not an action)

b) To compare your lifestyle to another

Elicit a variety of answers from Ss around theclass.


The Sami people live in northern Europe where it iscold. I also live in northeastern Europe, where it’salso cold. The Sami people catch fish and huntreindeer whereas my family and I get our food fromshops. The climate change is seriously threateningthe Sami people’s way of life whereas our lifestyle isnot threatened.

Speaking & Writing

7 To consolidate information in a text

• Ss read the text again. Ask Ss to tell each othertwo things about each community that impressedthem. Alternatively Ss write sentences.

• Ask various Ss around the class to tell the restof the class.


The Tuareg men wear veils. The Tuareg drink tea sixor seven times a day.

The Sea Gypsies live most of their lives on the sea.They can see underwater twice as clearly as normal.

The Mongolian nomads think it is rude if you do not gointo an empty tent and help yourself to refreshments.They have satellite dishes on their tents.


14

8 To prepare and present a radiointerview

• Ss work in pairs. Give Ss time to write andanswer interview questions using theinformation in the text. If you feel Ss needhelp, elicit various questions from around theclass and write them on the board. You can usethe questions in the Suggested Answer Key.

• Ask various pairs to act out their interviews forthe class.


A: What is the name of your tribe? B: The Tuareg. A: Where do you live? B: I live in the Sahara Desert. A: Why do you wear a veil? B: To protect my face from the harsh sand. A: What is your favourite drink? B: Mint tea. A: What do you do for a living? B: I work as a livestock herder. A: What do you do in your free time? B: Men sing traditional poems and women play a

violin-like instrument. A: Why is your way of life in danger? B: Droughts are causing water holes to dry up and

animals to die so a lot of people are migrating tocities.


1 To introduce topic-related vocabularyand talk about your lifestyle

• Explain the task and ask Ss to look up themeanings of any unknown words in the rubric.

• Allow Ss some time to prepare their answersthen tell their partner.


I live in a busy town in a modern flat. I study law. Iusually walk to college. I cook my own food. In myfree time I surf the Net and read magazines. I alsogo to the gym. Sometimes I eat out with my friends.

2 a) To express an opinion on sb’slifestyle from their appearance

Direct Ss’ attention to the picture and ask Ss todiscuss the questions in the rubric in pairs. Askvarious pairs to share their opinions with theclass.


A: I think this man probably lives in a forest. Heprobably lives very close to nature and has a verysimple and traditional lifestyle that may includefishing, farming and making handicrafts.

B: I agree. I imagine that if he visited a big city hewould be very surprised at what he saw andmight not understand how people can live insuch a place.

A: I think you’re right. I suppose he would find itnoisy and crowded and he would feel frustrated.I think he would be surprised seeing cars on thestreets or huge buildings such as skyscrapers.

b) To read for gist

Give Ss time to read the text and check theiranswers. Alternatively play the recording.


• Allow Ss some time to read statements 1-10and underline the key words, then read thetext again and mark the sentences accordingly.

• Check Ss’ answers and ask them to justify themwith evidence from the text.

Answer Key

1 T (the overwhelming hospitality they had shownme)

2 T (12,000-mile-trip) 3 T (2 days’ trip by boat to the nearest road) 4 F (At first, every escalator was met with terror) 5 T (I couldn’t believe I was so high above the

land … what makes this turn) 6 NS 7 T (apartment block for the elderly ... shocked ...

must care for them.) 8 NS

• Refer Ss to the Check these words box andexplain/elicit the meanings of the words or askSs to use their dictionaries and look them up.


Stone Age (adj): relating to sth very basic and simple escalator (n): a moving staircase meet with terror/suspicion (phr): to be scared of/

untrusting of sth on first seeing it lift (n): a device for carrying people/things between

the floors of a building

Culture shockb1

The Insect Tribe of Papua New Guinea (also

known as the Swagap Tribe) lives in a village

near Sepik River. They hunt in the jungle and

fish in the river.



15

revolving door (n): a door that moves 360° so peoplecan enter/exit a building at the same time

gasp of wonder (phr): sharp intake of breath inamazement

invisible (adj): unable to be seen spear (n): a weapon consisting of a length of wood

with a sharp metal point at the end the elderly (n): old people


• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 secluded 4 thought 7 treasures 2 suspicion 5 convinced 3 revolving 6 still


• Give Ss time to match the words in the list tothe words in bold in the text.

• Tell Ss they may use their dictionaries if necessary. • Check Ss’ answers.

Answer Key

adapting = getting used to convinced = sure secluded = isolated look after = take care of rare = not common emotional = moving suspicion = distrust treasured = cherished

Grammar

6 To present/practise/revise stative verbs

• Write on the board. I think you are right. I’m thinking of travelling abroad this summer. Elicit which verb form describes a state (I think).

Explain that certain verbs which express a statedon’t have continuous forms. Elicit meaning of“think” in the two examples: 1 I believe; 2 I’mconsidering. Explain that certain stative verbs canbe used in continuous tense but with a differencein meaning.

• Refer Ss to the Grammar Reference section formore information.


Answer Key

1 am thinking (action – considering), think (state –believe)

2 enjoy (state – like), am enjoying (action – get afeeling of pleasure from)

3 appears (state – seems to be), is appearing (action– going to talk)

4 is (state – that’s his nature), is being (action – isbehaving)

7 To present/practise/revise past tenses

• Explain the task and give Ss time to complete it. • Refer Ss to the Grammar Reference section for

more information. • Check Ss’ answers. Ss should justify their answers.

Answer Key

1 happened (action which happened at a specifictime in the past)

was chasing (action in progress at a certain timein the past)

stopped (action which interrupted another actionin progress in the past)

2 were you doing (action in progress at a certaintime in the past)

phoned (action which interrupted another actionin progress in the past)

was watching (action in progress at a certaintime in the past)

3 Did you see (action which started and finished inthe past)

had already finished (past action which finishedbefore another past action)

got (action which happened at a certain time inthe past)

8 a) To practise past tenses and opencloze

• Explain the task and give Ss time tocomplete it. Ss can first complete the missingtenses then the missing words.

• Check Ss’ answers.

Answer Key

1 had been living 6 to 2 in 7 were walking 3 spent 8 caught 4 their 9 considered 5 invited 10 explained

b) To practise reading a text aloud

• Explain the task to Ss. • Allow Ss the time to read the text silently. • Ask some Ss to read the text aloud to the

class. • Check Ss’ pronunciation and intonation.

Speaking & Writing

9 To describe an imaginary experience

Explain the situation and ask various Ss aroundthe class to describe their experience to the class.


When I first arrived in London and saw all the hugebuildings, I felt scared but also impressed. I was


16

looking up all the time. I was also shocked at howmany people there were. There were people movingaround everywhere and no one stopped to say helloor talk. I found that strange. I didn’t like all the cars;they were noisy and dangerous. The Undergroundwas amazing and I really enjoyed using it. I alsoliked the big wheel but I was shocked when I realisedpeople didn’t respect the elderly. All in all, I didn’tfeel very comfortable in the city and couldn’t waitto go back to my quiet and peaceful village.


Ss prepare their answers. Ask various Ss aroundthe class to describe their experience to the class.


I was nervous about staying with the Insect Tribebecause I was afraid of sleeping in the jungle. I wasalso worried about getting ill from the food or perhapsgetting bitten by insects or spiders. However, thanks tothe tribe’s hospitality, help and advice, I quicklyadapted to life in the village. It was nice sleeping in awooden hut on the edge of the jungle and waking upto the sounds of the animals and the river nearby. Ispent most days fishing and hunting with the men andthe food was good. I thoroughly enjoyed my stay.

1 To read for gist

• Ask Ss to look at the picture. Elicit it shows afamily of four (maybe on a boat).

• Ask Ss to read the title of the text and elicithow it is related to the picture (maybe thisfamily is emigrating to the USA).

• Read the rubric aloud and give Ss time to readthe text and answer the questions.



Ellis Island is an island in New York Harbour. It is calledthe ‘Gateway to America’ as it was the entrance pointfor many immigrants coming to the country.

2 To match headings to paragraphs

• Explain the task. • Ask Ss to read the text again and choose the

correct heading for each para. • Ask Ss to compare their answers with their

partner’s. • Check Ss’ answers.

Answer Key

A 5 C 7 E 6 G 3 B 2 D 1 F 8


• Explain the task and give Ss time to complete itusing words from the Check these words box.


Answer Key

1 nickname 4 ancestors 2 chalk 5 trace 3 brief • Refer Ss to the Check these words box and

explain/elicit the meanings of the words or askSs to use their dictionaries and look them up.


immigrant (n): a person who goes to live in a countrydifferent from the one they were born in

inspection (n): the action of checking sth formally/officially

trace (v): to research and find ancestor (n): relative from the past undergo (v): to experience sth unpleasant brief (adj): short financial means (phr): a large amount of money burden to the state (phr): costing a government a lot

of money pier (n): a low structure built at the edge of water, used

for getting into and out of boats proceed (v): to go forward obvious (adj): very apparent chalk (n): a soft white rock, used for writing on a

blackboard require (v): to need sth literacy test (phr): an exam to see if sb can read & write process (n): a series of actions to achieve a result mere (adj): no more than; only exchange (n): the action of changing one currency for

another acquire (v): to get sth family reunion (phr): when family members meet up

after having been apart for some time nickname (n): an informal name for sb/sth

4 To personalise a topic

• Play the recording. Ss listen and follow the textin their books.

• Allow Ss some time to prepare their answers.Ask various Ss around the class to describetheir experience to the class.

• If you want you can ask Ss to choose a piece ofmusic to accompany the narration.


I was very tired when the ship arrived in New YorkHarbour. I was really looking forward to a warmbath and a comfortable bed, but we had to passthrough customs. We were taken in a smaller boatto Ellis Island where we had to wait in queues forhours before being examined by a doctor and

Culture Cornerc1


17

questioned by customs officers. Finally after severalhours, I was given papers and was told that I wasfree to go. Despite being exhausted and hungry, Iwas thrilled and excited to be in America. I felt like anew man full of energy and hope, ready to start mynew life.

5 To develop research skills

• Explain the task and give Ss time to look up allthe necessary information on the Internet. Sscan work in groups. Then ask various Ss topresent their information to the class.

• Alternatively, assign the task as HW and ask Ssto give their presentation in the next lesson.

(Ss’ own answers)

1 a) To present new vocabulary relatedto airports and flying

• Explain the task and give Ss time to matchthe words to form phrases.

• Play the recording. Ss listen and check.Explain the meaning of any unknown words.

Answer Key

1 D 3 E 5 B 7 G 2 C 4 A 6 H 8 F

b) To activate vocabulary; to describepictures

• Direct Ss’ attention to the pictures and askthem to describe them.

• Ask various Ss around the class to describethe pictures to the class.


In picture A, there is a line of check-in desks andpeople are checking in for their flights. In theforeground, one man is checking in and anotherman is waiting behind him in the queue. There isluggage on the floor next to him.

In picture B, I see passengers going through asecurity check. One passenger is placing some of hisbelongings in a basket while another is preparing topass through the metal detector. A man is beingpatted down by a security officer.

2 To match dialogues with locations

• Explain the task to Ss. • Play the recording with pauses for Ss to listen. • Elicit where the speaker is.

Answer Key

A 2 B 1 C 5 D 4

3 To match sentences to speakersin a situational dialogue

• Explain the task and elicit which speaker mightsay each sentence from Ex. 2 from Ss around theclass.

• Play the recording. Ss listen and follow thedialogue in their books and find out.

Answer Key

The dialogue takes place at a check-in desk.

4 To identify synonymous phrases in a dialogue

• Read through the sentences and ask Ss to identifythe ones with a similar meaning in the dialogue.


Answer Key

Was it you who put your things in the suitcase? – Didyou pack your luggage yourself?

How many suitcases are you taking with you? – Howmany pieces of luggage will you be checking in?

Do you want to sit down next to the window or nextto the aisle? – Would you like a window or aisle seat?

5 a) To present/practise intonationin requests and responses to requests

• Play the recording with pauses for Ss tolisten and repeat chorally or individually.

• Pay attention to Ss’ intonation andpronunciation.

b) To practise requesting/responding

• Explain the situation and ask Ss to work inpairs and act out exchanges using theprompts.

• Monitor the activity around the class andthen ask various pairs to act out theirexchanges in front of the class.


1 A: Could I check in two bags? B: Sure, no problem.

2 A: Would you mind telling me where the toiletsare?

B: Yes, of course. They are just over there.

3 A: Could I please have an aisle seat? B: Yes, of course.

4 A: Could I use my mobile phone on the plane? B: I’m afraid not. You have to switch it off.

Everyday Englishd1


18

Speaking

6 To role play a dialogue at a check-indesk

• Ss work in pairs and act out a dialogue using thesentences in Ex. 2 and the diagram as a guide.

• Monitor the activity around the class and thenask various pairs to act out their dialogues infront of the class.


A: Hello, can I see your passport and ticket, please? B: Sure! Here you are. A: How many pieces of luggage will you be checking

in? B: I have two suitcases. A: Could you put them on the conveyor belt, please? B: Sure! A: Did you pack your luggage yourself? B: Yes, I did. A: OK! Could you please look at the poster and tell

me if you’ve packed any prohibited items? B: All right ... let me see ... No, I haven’t. A: OK! Would you like a window or an aisle seat? B: I’d prefer an aisle seat. A: Alright. Here’s your boarding pass and your

passport. Please go to gate A21 at 10:30. Enjoyyour flight.

B: Thank you!

Reading & Vocabulary

1 a) To introduce the topic

Go through the ideas presented with Ss. Elicitanswers from Ss.


I try not to throw away food so I do it very rarely. Ithink it is a shame to throw food away so I mostlybuy fresh food in small quantities to cook the sameday. I only throw away food if it is past its sell-bydate. I throw one or two items of clothing awayabout every six months when something is worn out.I try not to throw electrical goods away, but whensomething is broken I take it to a recycling centre.

b) To make suggestions

Ask Ss to discuss the question pairs and thenask some Ss to tell the class.


I think people could reduce food waste by buyingand preparing food in smaller quantities. We couldreduce electronic waste by either taking the item to

a recycling centre or repairing it and as for clotheswe could also try to mend worn or torn pieces ofclothing or use the material to make something else.Of course, there is also the option of donating oldclothes to charity.

2 To read for gist

Elicit answers to the questions in the rubric andthen give Ss time to read the whole text to findout.

Answer Key

The text is about people who believe in reducingwaste and scavenge bins for food and things theycan use.


• Ask Ss to read the sentences 1-8 and then toread the text again. Ss decide if the statementsare true, false or require information that isnot stated.

• Check Ss’ answers. • Play the recording for Ss to check their answers.

Answer Key

1 2 3 3 5 2 7 3 2 1 4 2 6 1 8 2



scavenge (v): to look for food and other objects inpeople’s rubbish

discarded (adj): thrown away consumer waste (n): things we buy that we throw away lid (n): a cover on container rummage (v): to look for sth and move things around

carelessly devotee (n): sb who strongly admires sb/sth landfill site (phr): a rubbish tip where a big hole is

dug first and then the rubbish is dumped in it edible (adj): sth that can be eaten rope (sb) in (phr v): to persuade sb to do sth urban foraging (phr): searching for food in the city tuck into (phr v): to eat up sealed (adj): closed firmly steamed (adj): cooked with steam roasted (adj): cooked in the oven condemn (v): to declare not safe to use; to disapprove be tempted to (phr): to feel that you want to do/have

sth intact (adj): whole, not broken sell-by date (phr): the date manufacturers recommend

a product is sold by pitying (adj): full of sympathy

Alternative livinge1


19


• Direct Ss’ attention to the words in the list andexplain/elicit their meanings.

• Give Ss time to use them to complete thesentences and then check Ss’ answers.

Answer Key

1 afford to 4 pitying 7 edible 2 rummaged 5 tucking into 8 tempted to 3 discarded 6 recycle


• Direct Ss’ attention to the words in the list andgive Ss time to use them to complete thephrases and make sentences.

• Check Ss’ answers by asking various Ss to readout their sentences.

Answer Key

1 poisoning 5 waste 9 sealed 2 sell-by 6 frozen 10 flat-screen 3 needs 7 closing 11 roasted 4 landfill 8 high-street 12 steamed


1 Eating food from bins carries the risk of foodpoisoning.

2 A lot of food is thrown out because it is past itssell-by date.

3 If we only shop for our everyday needs, therewould be less waste.

4 17 million tons of food goes to landfill sites inBritain every year.

5 Freeganism is a reaction to consumer waste. 6 Frozen ready meals are often thrown away by

supermarkets on the day of the sell-by date. 7 Freegans rummage through supermarket bins

after closing time. 8 High-street stores throw out a lot of goods. 9 They sell vegetables in sealed bags. 10 Flat-screen TVs don’t have curved screens,

which helps the image look more lifelike. 11 Roasted onions is a great vegetable side dish. 12 Steamed cabbage is easy to prepare and is rich

in iron.

Speaking & Writing


Explain the task and give Ss time to look upinformation on the Internet. Ss can work in pairs.

Ask various Ss to report back to the class. Alternatively, assign the task as HW and ask Ss

to report back in the next lesson.


We should recycle as much as possible and we candonate things to charity, too. We can give things to

friends or sell them at a flea market or at a car bootsale. We can use websites like freecycle.com to givethings away. Old electrical items can go to charity tohelp poor families or schools in need of computers.

7 To personalise the topic

Allow Ss some time to prepare their answers. Askvarious Ss around the class to describe an imaginaryday as a freegan.


At the beginning I felt uncomfortable, especiallywhen passers-by looked at me. I was also a bit afraidof picking up some disease from the bins or gettingfood poisoning from anything I ate, but, in the end, Iactually began to think that scavenging in bins makesa lot of sense. I found lots of fresh fruit and vegetablesin a bin outside a supermarket as well as some tins ofravioli, which made an excellent meal that evening.Overall, I think that my actions that day not onlyearned me a free meal, but also helped reduce waste.


1 a) To predict the content of a textfrom key vocabulary

• Ask Ss to read the list of words/phrases andexplain/elicit the meanings of any unknownones.

• Elicit Ss’ guesses as to what the text can beabout.


I think the text is about the day-to-day events at anairport.

b) To read for gist

• Play the recording. • Ss listen and follow the text in their books

and find out what it is about.


The text is about a homeless person who lives atHeathrow Airport.


• Ask Ss to read the questions 1-6 and the possibleanswers and then give them time to read thetext again and choose the correct answers.

• Check Ss’ answers around the class. Ss shouldjustify their answers.

A home from homef1


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Answer Key

1 A (l. 1) 3 D (l. 24-25) 5 D (l. 32) 2 D (l. 12-14) 4 C 6 D (l. 48-50)



vending machine (phr): a machine that you putmoney into to get a product out of (usually food)

permanently (adv): forever give the impression (phr): make sb think sth presentable (adj): looking smart; well-dressed awakened (adj): be woken up jangle (n): the noise metal things make when

shaken together engage in (phr v): to start to do an activity detect (v): to discover to track down turn a blind eye (phr): to deliberately ignore sth

(usu illegal) migrant workers (phr): workers who move around to

find work foreseeable future (phr): the near future

3 To distinguish between commonlyconfused words

• Give Ss time to complete the task using theirdictionaries if necessary.

• Check Ss’ answers. As an extension ask Ss touse the other option in sentences of their own.

Answer Key

1 hurry 4 keeping 7 temporary 2 difficulty 5 engages 8 search 3 permanent 6 blind

1 He left in a rush without saying goodbye. 2 She had trouble finding somewhere to park. 3 She has no steady income. 4 He was holding the tickets and waving at us. 5 He decided to join an environmental group. 6 The actress was on the cover of Elle magazine. 7 If you are under 18 you can apply for a provisional

driving license. 8 He travelled the world in pursuit of his dreams.

Grammar

4 To present/practise/revise comparisons

• Quickly revise comparative/superlative forms. • Refer Ss to the Grammar Reference section on

pp. GR4-GR5 for more information. • Give Ss time to complete the task and then elicit

when we use comparatives and superlatives. • Check Ss’ answers.

Answer Key

1 the largest 4 as desperate 2 kinder 5 more expensive 3 most difficult 6 longer, easier


We use the comparative to compare one person/thingwith another. We use the superlative to compare oneperson/ thing with others in the same group.

5 To practise comparatives

Explain the task and read out the example. Sscomplete the task in pairs, then ask various Ss totell the class.


I play football better than my big brother, but he isfunnier than me. He is also more intelligent than meso I have to study longer hours than him to make surethat I do well at school. I am the most hard-workingin my class. My mum drives more carefully than mydad. My brother is the most patient person I know.

6 To act out an interview

• Explain the task and ask Ss to work in pairs andthink of questions and answers based on theinformation in the text for an interview withEram.

• Ss act out their interviews in pairs. • Monitor the activity around the class and then

ask some pairs to act out their dialogue infront of the rest of the class.


A: How do you spend your days? B: I walk around Heathrow airport. Once a week I

go to London. A: Where do you get food and money? B: I get £60 a week from a charity. I use it to buy

food, but it doesn’t last long because food at theairport is expensive.

A: What do you do to keep clean and wash clothes? B: I use the showers in the airport to wash myself

and my clothes. A: Are you afraid of getting caught by the police? B: Yes, I try to avoid the airport security guards all day. A: What do you hope for the future? B: I hope to get my life back on track, but I don’t

expect anything will change for me really.

7 To compare your lifestyle to ahomeless person’s

• Explain the task and give Ss three minutes towrite a few sentences comparing their lifestyleto Eram’s.

• Elicit a variety of answers from Ss around theclass.


21


I have a more comfortable life than Eram. I live in ahouse and I sleep in a comfortable bed, whereas Eramlives in an airport and sleeps on the floor. I have friendsand family to help and support me, but Eram doesn’t.She only gets help from a charity once a week.

1 a) To introduce the topic and matchproblems to pictures



• Elicit which of the things (1-7) Ss can see inthe pictures from Ss around the class.

Answer Key

A 1 B 7 C 4 D 3

I can see cars parked on pavements, overcrowded publictransport, stray animals and noisy construction work.

b) To express a personal opinion

Elicit which things Ss find the most annoyingfrom various Ss around the class.


I get really annoyed when I see graffiti and litter andwhen I see cars parked on the pavement.

2 To listen for specific information

• Ask Ss to read the statements 1-6 and thenplay the recording.

• Ss listen and complete the task. • Check Ss’ answers.

Answer Key

A 4 B 1 C 5 D 2 E 6

3 a) To analyse a rubric

• Read out the Study Skills box and explainthat this tip will help Ss to complete thespeaking task in Ex. 3b successfully.

• Read the rubric aloud and elicit the keywords, then elicit answers to the questions.


Key words: council, life in the neighbourhood, look,problems, talk, each other, decide which problem

There are two parts to the task. The first partinvolves discussing why each problem is a problemand the second part involves deciding which two thecouncil should try to solve first.

b) To talk about problems and agree/disagree

• Explain the task and remind Ss to use theuseful language and the key vocabulary tohelp them.

Ss work in pairs and complete the task. Ssshould discuss all the problems listed in Ex. 1,then decide on the two ones. Ss shouldencourage their partner to actively participatein the dialogue.

Monitor the activity around the class andoffer assistance as necessary.

Ask some pairs to act out their dialogue infront of the class.


A: Firstly, I think cars parked on pavements is aproblem for a community. Not only does it lookbad but also it damages the pavement andmakes it dangerous for pedestrians because theyend up having to walk on the road.

B: I totally agree. A dripping tap is a problem athome that a plumber can fix. I don’t think it is aserious problem. However, noisy constructionwork is very annoying and it makes peopleirritable. What do you think?

A: I totally agree with you. Stray animals are also aserious problem. They make a mess in the parksand the areas they live in roaming the streets insearch of food. Also, they make areas unhealthywhen there are a lot of stray dogs around.

B: Yes, I see what you mean. It’s a serious problemindeed. Graffiti and litter are a problem for acommunity because they make places lookunattractive and so no one bothers looking afterthem.

A: I totally agree with you. I think these places thatare full of litter and graffiti become rundown andabandoned because no one wants to live there.

B: That’s true. Similarly, overgrown gardens makeareas look rundown too.

A: What about overcrowded public transport? B: Well I think one of the problems with this is that

it encourages pickpockets. A: Yes, I see what you mean. It puts people off

using public transport. Then there will be morecars on the roads which will lead to more trafficjams and air pollution.

B: Yes, I agree. I think that should be one of the firstproblems the council solves. If they put on morebus services, public transport will be less crowded.

A: That’s a good point, but I think graffiti and litteris a bigger problem.

B: That’s true, but it would be quicker and simplerto solve the problem of cars parking on thepavements by having traffic wardens regularlypatrol the streets and give the cars parkingtickets.

Skillsg1


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A: You’re right, but cleaning up the graffiti andpicking up the litter would have a bigger effect onthe community. It would make the town moreattractive and people would see a big differenceand would start taking pride in the area wherethey live.

B: You’re absolutely right. So the council shouldclean up the graffiti and the litter first but whichother problem do you think they should try tosolve as well?

A: The cars parked on pavements, because then itwill make the streets easier to clean and make theroads safer for people.

B: I agree.

c) To compare Ss’ answers to a modelanswer

• Play the recording. Ss listen and think abouthow their attempt and the recording aresimilar/different.

• Elicit answers from Ss around the class.

(Ss’ own answers)

1 To predict the content of the text andread for gist

• Ask Ss to read the title, the introduction andthe subheadings and give their opinion on howsharing can help individuals and communities.

• Then give Ss time to read the whole text andcheck if their guesses were correct.


I think that sharing can save people money andbring the people in a community closer.

2 To read for cohesion and coherence

• Ask Ss to read the text again and complete the task. • Ss compare their answers with their partner’s.

Answer Key

1 biggest 5 used 8 yourself 2 first 6 to see 9 are 3 are 7 have not gathering 4 running worn



consumerism (n): the state of an advanced industrialsociety in which a lot of goods are bought and sold

rule (v): to regulate landfill (n): a rubbish tip where a big hole is dug

first and then the rubbish is dumped in it

community spirit (phr): helpfulness and concernpeople living in the same area show to each other andthe area where they live

drop sth off (phr v): to take sth somewhere andleave it there for a purpose

ownership (n): the state of owning sth lawnmower (n): a machine for cutting grass ladder (n): a piece of equipment with two vertical

bars joined to each other by a set of horizontalsteps, used for climbing up and down

power drill (n): an electrical device for making holes swap (v): to exchange one thing for another dust (n): small airborne particles dozens (num): lots


• Explain the task. Give Ss time to complete thetask.


Answer Key

1 spirit 4 scheme 7 rid 2 drill 5 share 8 party 3 nearby 6 dust


• Play the recording. Ss listen and read the text again. • Ss work in pairs and talk about which of these

ideas they have tried/would like to try and why. • Elicit sentences from Ss around the class using

the phrases in Ex. 3.

Suggested Answer Key I often give things I want to get rid of to my friends

and they give me stuff too, such as books, clothes andCDs. This way we save on money and we keep landfillslow. My parents share tools with their neighbours andfriends who live close to us. We sometimes borrow ournext-door neighbour’s lawnmower and we lend himour ladder. I think carpooling is a great idea and when Ihave my own car I will try that.

5 To develop research skills; to give apresentation on a community sharing scheme

• Explain the task and ask Ss to work in pairs orsmall groups.

• Ask Ss to collect information from the Internet,reference books or other sources and thenreport back to the class.

• Alternatively, assign the task as HW and ask Ssto present their information in the next lesson.

• Explain to Ss how to make their presentations.(Collect information from various sources.Consider their validity and reliability before youselect the information. Make a plan and organisethe information. Support the arguments withfacts, details, statistics, examples. You can usevisuals if you like. At the end of the presentation

Curricular: Citizenshiph1


invite questions. While speaking, have eye contactwith the audience. Use appropriate gestures andspeak clearly.)

• Write this language on the board to use whilemaking their presentations.


Good afternoon, today I’m going to talk aboutfreecycling.

Freecycling is a scheme that allows people to donateunwanted items for free to someone else whowants them and is able to reuse them. It not onlyhelps people out but also cuts down on unnecessarywaste. People log on to the website in their area orcountry and leave a message describing what theyare offering and where someone can collect it from.Other people read the messages and reply when theysee something they need. There are lots of things onoffer from old furniture, clothes and books tocomputer parts and mobile phones.

All in all, freecycle helps reduce waste, save resourcesand keep landfills low.

1 To analyse a rubric

• Ask Ss to read the rubric and then give themtime to answer the questions.


Answer Key

1 a for-and-against essay 2 formal/semi-formal 3 180-220 words

2 a) To tell the difference between prosand cons



Answer Key

Pros: cheaper than houses, often has good communityspirit, often have balconies or shared roof garden

Cons: can be noisy, no private garden, communalbills and maintenance

b) To further analyse and organisearguments



Answer Key

1 cost: a, e 2 neighbours: b, c 3 outdoor space: e, f

3 Identifying paragraphs



Answer Key

a 2 b 5 c 4 d 1 e 3

4 To practise linking words/expressions

• Go through the table with Ss. • Explain the task and give Ss time to complete it. • Check Ss’ answers around the class.


Firstly = First of all This means = Consequently Lastly = Finally On the other hand = in contrast To start with = To begin For example = For instance All in all = In conclusion

5 To identify writing techniques and writean alternative beginning/ending to an essay

• Refer Ss to the Writing Bank 1 (WB1) and revisefor-and-against essays. Ss identify the techniquesused in the model in Ex. 2a.

• Then give Ss time to write an alternativebeginning/ending for the essay using a differenttechnique.

• Ask various Ss around the class to read out theirpiece of writing.

Starting: Good morning/Good afternoon etc,The topic of my presentation is .../Today I’m going to talk about ... Thepurpose of this presentation is ...

Main points: The main points I will be talkingabout are ...

Introducing Let’s begin with ...Points: Now, let’s move on to ...Supporting I would like to expand on this point.Points: Let me illustrate this point by

showing ...Summarising Let me recap, what we talked about. First, ... Then, ... Finally, ... Concluding: In conclusion .../To sum up, ...Inviting questions: Now, I would like to invite any

questions you may have. I would be glad to answer your

questions.

USEFUL LANGUAGE

Writingi1

23


24


The author uses a famous quote to begin the essayand a rhetorical question to end it.

Beginning: Does living in a block of flats soundtempting to you? Living in a block of flats withother people can sometimes be difficult, but thereare also advantages.

Ending: In conclusion, there are both advantagesand disadvantages to living in a block of flats andwe should all choose the living arrangements welike the best. After all, what suits one person won’tnecessarily suit another, will it?

6 To identify topic/supporting sentences

• Elicit the topic sentences (sentences thatintroduce the main idea of a paragraph) in themodel and then elicit what the supportingsentences (sentences that further explain themain idea) contain from Ss around the class.

• Ask Ss to write topic sentences of their own. • Check Ss’ answers.


First of all, how much you spend on a flat is important.(Replacement: Price is the first factor that should beconsidered.)

Secondly, we should consider the issue of outdoorspace. (Replacement: Just because you are not in thecountryside, it does not mean you have to spend allyour life indoors.)

Finally, there is the question of neighbours.(Replacement: If you are living in a block of flats,you will be very close to a number of other people.)

7 a) To organise a paragraph

• Explain the task and ask Ss to read thesentences A-E and order them correctly.

• Check Ss’ answers then elicit the topicsentence.

Answer Key

A 2 C 1 (Topic sentence) E 5 B 4 D 3

b) To write supporting sentences fora topic sentence

• Explain the task and give Ss time to completeit in closed pairs.

• Alternatively brainstorm for ideas with Ssand write them on the board, then Ss do thetask.

• Elicit answers from various Ss around the class.


Racing bikes are lightweight and strong, but cancost over $1000. In addition to the initial price, thismakes them very attractive to thieves. Consequently,

many people choose an old, second-hand bicycle toget around town. However, you should still budgetfor a lock, and other accessories like a helmet, pumpand other bits and pieces.

8 To analyse a rubric and prepare for awriting task

• Ask Ss to read the rubric and underline the keywords.

• Give Ss time to answers the questions and thencheck Ss’ answers around the class.


Key words: international student magazine,advantages, disadvantages of living in the city centre,essay 120-180 words

1 a for-and-against essay for an internationalstudent magazine

2 formal/semi-formal 3 Para 1: introduction stating the subject Para 2: advantages & reasons/justifications/examples Para 3: disadvantages & reasons/justifications/

examples Para 4: conclusion giving my opinion 4 pros: easier to find a job in a big city, never get

bored cons: often crowded, homes often small/cramped,

rents can be high, crime rates often high, can belonely, impersonal places

5 never get bored – close to amenities andentertainment such as shops, restaurants andtheatres

easier to find a job in a big city – many bigcompanies have their offices in cities

often crowded – there are often traffic jams, publictransport is busy and the streets are full of people

can be lonely, impersonal places – people in citiesrush around & don’t take time to get to knoweach other

crime rates often high – have to be careful travellingalone at night

9 To write a for-and-against essay

• Refer Ss to Writing Bank 1 for more informationand practice.

• Give Ss time to write their essay using theiranswers from Ex. 7 and the plan, then check Ss’answers.

• Alternatively, assign the task as HW and checkSs’ answers in the next lesson.


City centres are loved by some and hated by others.What then, are the advantages and disadvantagesto living in the city centre?

There are a number of advantages to living in thecity centre. Firstly, it is easier to find a job as manybig companies have their offices in cities. Secondly,


25

you will never get bored. This is because you areclose to amenities and entertainment. For example,shops, restaurants and theatres.

On the other hand, there are obvious disadvantagesto living in the city centre. To start with, it can oftenbe very crowded. There are often traffic jams, publictransport is busy and the streets are full of people.Also, the crime rates are often high. Therefore, youhave to be careful travelling alone at night.

All in all, there are definite pros and cons to living inthe city centre and it isn’t for everyone. I believechoosing where to live depends on everyone’sindividual needs, don’t you?

Reading

1 To predict the content of a text andread for gist

• Explain the task. • Elicit answers from Ss.


• Explain the task. • Allow Ss some time to do the task. • Check Ss’ answers around the class.


Key words: 1 William Wilberforce, campaign, end slavery, lasted,

long time 2 victims, never paid 3 Forced labour, common form, modern-day slavery 4 At first, Given Kachepa didn’t want, join, Grimes’

choir 5 Grimes’ daughter, tried, choir, sent back 6 Not many, victims, escape 7 Traffickers, harm, victims’ families 8 no way, tell if, someone, victim

1 NS (The text does not say when Wilberforce’scampaign started or ended.)

2 F (The text says that some victims work for‘little or no pay’ – so some victims are paid)

3 T (The text says that forced labour is, ‘one ofthe most widespread forms.’)

4 F (The text says that, ‘When Grimes offeredGiven a place in the choir, he eagerly accepted.)

5 T (The text says that, ‘Grimes’ daughter calledthe US immigration office to deport them.’)

6 T (The text says that Given’s happy ending, ‘isone of only a few lucky ones.’)

7 T (The text says that traffickers threaten tohurt victim’s families.)

8 F (The text says that are clues and tell-tale signs.)

Grammar & Vocabulary

3 a) Preparing for the task


Answer Key

1 Past simple 3 comparative form 2 object pronoun

b) Preparing for the task


Answer Key

1 expected (b) 3 cleaner (a) 2 me (a)

4 To practice word formation


Answer Key

1 was leaving/ 3 to do 6 fell 9 posted had left 4 little 7 him 2 was wearing 5 to hit 8 will buy

Writing

5 To prepare for the writing task

• Explain the task. • Elicit answers to the questions.

Answer Key

1 Tracey, my English pen-friend 2 What my home is like, if I like me neighbourhood

and why, and if I would rather live in a smallvillage or big city

3 100-120 words


Key words: a letter from your English-speaking penfriend, Tracey, moved, new flat, city centre, yourhome, your neighbourhood, why, big city, small

Skills 1

Zambia (the Republic of Zambia) is a country

in Southern Africa. It’s capital city is Lusaka. It

neighbours the Democratic Republic of the

Congo, Tanzania, Malawi, Mozambique,

Zimbabwe, Botswana, Namibia and Angola.

Its official language is English. The Zambezi

River flows through the country.



village, write, letter, answer 3 questions, 100-120words, remember rules

I will write in informal style because it is a letter to afriend.

I must include answers to the three questions.

6 To write an informal letter

• Ss do the task in class. • Alternatively assign it as HW. • Ask Ss to proofread their partner’s letter.


Dear Tracey, Thanks for your letter. I’m really pleased to hear

that you like your new flat. My home is in the suburbs. It’s not big, but we do

have a garden where our dog can run around. I’mlucky because I have my own bedroom and I don’thave to share with my sister who can be reallynoisy. I really like my neighbourhood. It’s fairlyquiet, but it’s got lots of parks and a fantasticsports centre so there’s always lots to do. I enjoyliving in the big city because of all the amenities. If Ilived in a small village, I think I’d get bored.

That’s all for now. Write back soon. Love, Amy

Speaking

7 To prepare for reading aloud

• Play the recording so that Ss can listen to thespeaker.

• Play the recording a second time so that theycan practise while reading along.


8 To read a text aloud

• Allow Ss some time to read the text silently. • Ask some Ss to read the text aloud to the class.

Listening & Reading

1 To introduce the topic; to predict thecontent of a text; to listen and read for gist

• Direct Ss to the title of the text and the photo.Then, elicit answers to the questions in therubric from Ss around the class.

• Play the recording and ask Ss to follow the textin their books and find out.


The Khrushchyovka is a design for prefabricated 5-storey buildings which was introduced in 1961. Thistype of building was constructed with very specificcharacteristics.

• Explain/Elicit the meaning of the words in theCheck these words box.


era (n): a long period of history known for a particularfeature

prefabricated (adj): (of buildings) being made ofdifferent pieces in a factory so as to be easy to build

concrete plant (n): a group of machines which mixwater, sand, rocks and cement to create a hard, greybuilding material called concrete

panel (n): a flat, usually rectangular, piece of materialthat fits together with another one to make sth larger

pipe (n): a long tube inside which water or gasmoves from one place to another

elevator (n): a large box which carries people fromone floor of a building to another

residential (adj): relating to where people can live area (n): a part of land in a city or country steep (adj): rising in height very quickly so as to be

difficult to climb pram (n): a vehicle used for moving a baby around

with four wheels and a bed


• Explain the task. • Allow Ss some time to complete the task. • Check Ss answers around the class asking for

justifications.

Answer Key

1 2 3 2 5 1 7 3 2 1 4 3 6 2 8 3

Speaking & Writing

3 To compare houses

• Explain the task. • Play the recording and ask Ss to keep notes

while they listen. • Elicit answers from around the class.

(Ss’ own answers)

4 To develop thinking and creativity skills

• Explain the task and ask Ss to work in groups. • Allow Ss time to complete their work • Invite various Ss to present their ideas to the

class.

Moscow Culture 1

26



Material: wood and stone Place: central Moscow Size: large and tall with high ceilings and many rooms Shape: square with a tall roof Height: 3 floors high Colours: white walls, a big green door and blue

windows Number of rooms: 12 rooms with a living room,

kitchen, hall, three toilets, four bedrooms, a bathroomand a study

Other features: A large garden and a garage

Reading & Listening

1 To predict content

• Elicit answers from Ss. • Play the recording and allow Ss to check their

answers.


They probably live in a cold environment because ofthe reindeer they herd. They won’t have ordinary jobsin factories or offices; they’ll be outside looking afterthe reindeer all day. They could live in tents that canbe moved to follow the reindeer. Their clothes areprobably made out of reindeer skin or materials theymake by hand. A tribe like this always has a richculture that has not been influenced by television andHollywood films. They must have plenty of problems,however; winter especially must be very difficult.

2 a) To match paragraphs to headings

• Allow Ss some time to do the task. • Check Ss’ answers.

Answer Key

A 5 C 8 E 1 G 3 B 2 D 4 F 7

b) To suggest headings

• Ss prepare their answers in closed pairs. • Elicit answers from various Ss.


1 A hard way to live 2 Living off the reindeer 3 Home-made home 4 Labour and language 5 The land under threat 6 Less cold, more trouble 7 More popular with the people



herder (n): sb who cares for and raises a group ofanimals (cattle, sheep, etc)

ancestors (pl n): relatives from the past state farm (n): government-owned land for raising

animals and/or crops. teepee (n): a type of tent made from animal skins stretch (v): to extend over an area pole (n): a long piece of wood (used to hold sth up) work ethic (phr): the ideas or beliefs sb has about work domestic issues (phr): having to do with the

running of the household boarding school (n): a school that provides the

students with food and accommodation tundra (n): a treeless area in the Arctic where the

earth below the surface is always frozen gas reserves (pl n): a supply of fuel (found

underground) pipelines (pl n): a system of pipes through which

gas or liquid can flow income (n): amount of money received for work

done

3 To expand vocabulary • Allow Ss some time to do the task. • Check Ss’ answers around the class.


1 idyllic 3 biting 5 split 2 shrinking 4 endure 6 supplement

Speaking & Writing


• Explain the task. • Allow Ss some time to complete the task. • Ask various Ss to read their paragraphs to the

class.


My people have lived off the reindeer for generations.We live far from the villages and towns and, in myopinion, we live a better life. We don’t have the stressthat people in the big cities have. We have a simplediet and make most of what we need. That’s not tosay that it’s an easier life. Times are hard and thepastures are getting smaller and smaller and huntinggets more and more difficult with each passing year.

Russia 1

27


Extreme facts

28

In this module, Ss will explore the topics of extremeplaces & activities and extraordinary lifestyles.

27Lesson Objectives: To give an overview of the module,to introduce key vocabularyVocabulary: Extreme places & activities (life threatening,recorded, grow new teeth, weigh, face death, earned thenickname)

28-29Lesson Objectives: To read for gist, to read for specificinformation, to revise future tenses, to talk aboutattitudes towards eating insectsVocabulary: Insects/Bugs (scorpion, fly, dragonfly, ant,maggot, grasshopper, cricket, bee, wasp, beetle, earthworm,butterfly, moth, house spider, tarantula, cockroach, flea,centipede/ millipede, slug, snail, ladybird); Ways of cooking(roasted, deep-fried, chocolate-covered, raw, baked, stir-fried,boiled, mashed, barbecued, marinated, grilled, microwaved,steamed, toasted, scrambled spiced); Verb (pop); Nouns(aroma, platter, pest, contamination, witchetty grub, dough,cholesterol); Adjectives (deep-fried, marinated, roasted,unavoidable, edible, abundant); Phrases (common sight,nutty taste, fraction of resources)

30-31Lesson Objectives: To listen and read for gist, to readfor specific information, to learn the future perfect, thefuture continuous and the future perfect continuous, totalk about inventions, to talk about fictional inventionsVocabulary: Verbs (colonise, levitate, control, flick, bend,fool, replicate, swirl, stir, emerge); Phrasal verb (hack into);Nouns (galaxy, swamp, limbs, invisibility cloak, prototype,mirage, illusion, nanotube, strand, thread, nanotechnology,saliva, beam); Adjectives (disabled, paralysed, mind-boggling,mouth-watering, far-fetched, circulating, sceptical); Adverb(wirelessly); Phrase (crack the secret)

32Lesson Objectives: To read for lexico-grammaticalcorrectness, to compare your lifestyle to the swamppeople, to give a presentation on an unusual community

Vocabulary: Verbs (stretch, sweat, spin, upset, tag,restrict); Nouns (moisture, refugee, stilt house, marsh,okra, hunting season, waterway, rotten meat, balance,eco-system, shrimp); Adjectives (muddy, wild, laid-back,hooked)

33Lesson Objectives: Inviting a friend to an event, to learnthe intonation of showing hesitation, to act out adialogue

34-35Lesson Objectives: To read for gist, to read for cohesionand coherence, to write a description of a place usingthe imagination, to give a report on an amazing caveVocabulary: Verbs (glitter, drain, operate); Phrasal verb(steam up); Nouns (respirator, humidity, breeze, gypsumcrystals, blade, decay, fate, funding); Phrases (sweatpours, challenging shoot, World Heritage Site)

36-37Lesson Objectives: To listen and read for gist, to read forspecific information, to revise -ing/(to)-infinitive forms.To act out an interview, to express an opinionVocabulary: Verbs (kneel, capture, manipulate, strap);Phrasal verbs (drift away, step in, spit out, tear off); Nouns(crate, spear, sequel, menace, bait); Phrases (be out of yourmind, to one’s relief, fussy eater)

38Lesson Objectives: To talk about extreme sports, tocompare ideas, speculate and give reasons, to listen forspecific informationVocabulary: Extreme sports (base jumping, rollerblading,kite surfing, white-water rafting, canoeing, cliff diving,archery, free running (parkour), snooker, ice climbing, jet-skiing, mountain biking, paragliding, weightlifting,skateboarding, sandboarding, ice hockey, windsurfing,snowboarding, sailing, bungee jumping, scuba diving, skijumping, ice skating, motocross, indoor climbing, stormchasing)

Topic

Modular page

2a Would you dare?

2b Science fiction to fact

2c Culture Corner

2d Everyday English

2e Extreme conditions

2f Extraordinary lifestyle

2g Skills


29


Read the title of the module Extreme facts and askSs to look at the pictures to suggest what theythink the module will be about (the module is aboutextreme places & activities, dangerous animals andextraordinary lifestyles). Go through the objectivesbox to stimulate Ss’ interest in the module.

Vocabulary

1 a) To introduce new vocabulary/topic

• Direct Ss’ attention to the pictures and askthem to read the texts under each one.

• Go through the words in the list and explain/elicit the meanings of any unknown words.

• Give Ss time to complete the texts.

Answer Key

1 life-threatening 3 grow 5 face 2 recorded 4 weigh 6 earned

b) To listen for conformation

• Play the recording. • Ss listen and check their answers.

2 To analyse new information; topersonalise the topic

Elicit which of the facts Ss knew/didn’t know.


I already knew that great white sharks are responsiblefor attacks on humans. I also knew that cliff diving isa very dangerous sport. However, I didn’t know aboutthe bark scorpion being life-threatening, or thatalligators grow new teeth to replace worn ones. I hadnever heard about the Giant Crystal Cave in Mexicobefore.

OVER TO YOU!

To personalise the topic

• Allow Ss some time to prepare their answers. • Elicit sentences from various Ss around the

class.


I wouldn’t risk swimming in areas where great whitesharks have been seen.

Bark scorpions make me feel terrified. I dread meeting with an alligator in the wild. I wouldn’t dare go cliff diving; it is too dangerous.

39Lesson Objectives: To read for gist, to read forcohesion and coherence, to write about a dangeroussport from the pastVocabulary: Phrasal verb (knock off); Nouns (medievalknight, lance, spear, opponent, shield, tournament,chain mail, slit, helmet, royalty, nobility, commoner,battlefield); Phrases (on horseback, at high speed)

40-41Lesson Objectives: To analyse a model essay, to learn/practise linkers, to practise beginnings/endings, to writean opinion essay

42-44Lesson Objectives: To read for specific information, togive a talk, to write a letter to a friend, to listen for gistto practise word formation, to practise key wordtransformations, to write an opinion essay

45Lesson Objectives: To listen and read for gist, tomatch headings to paragraphs, to present informationabout extreme sports in Moscow, to develop researchskillsVocabulary: Verbs (ensure, bounce, bend); Nouns(alpinism, bouldering, route, spectator, sponsor, belay,cable, hook, plumb, sweat, gravity, descent, expander);Adjectives (steep, attached to); Adverb (evenly)

46Lesson Objectives: To listen and read for gist, to readfor specific information, to write about a place of naturalbeauty in RussiaVocabulary: Verbs (shoot, bubble, leap, launch); Nouns(wilderness, funnel, air bubbles, mudslide, boiling point, acidlake, virtual tour); Adjectives (fragile, delicate, precious,remote, steaming, collapsed)

Russia 2

Moscow Culture 2

Skills 2

2i Writing

2h Curricular: History


30

Vocabulary

1 a) To introduce key vocabulary andthe topic

• Play the recording. Ss listen and repeatchorally and/or individually. Explain themeaning of any unknown words.

• Direct Ss’ attention to the pictures andelicit which of the items in the list they cansee and which are common in their country.

Answer Key

1 crickets 3 ants 5 scorpion 2 tarantula 4 grasshoppers


In my country flies, ants, grasshoppers, crickets,bees, wasps, butterflies, cockroaches, caterpillars andfleas are common.

b) To personalise the topic

• Ss talk in pairs about how the pictures makethem feel and whether they would try themor not.

• Ask various Ss to tell the class.


They make me feel disgusted. I would never tryeating such dishes. I couldn’t eat insects.

Reading

2 To read for gist and specific information

• Ask Ss to read the title and the first and lastsentences in each paragraph in the text.

• Elicit answers to the questions in the rubric,then give Ss time to read the whole text tofind out if they were correct.


Many people around the world eat insects. People inGhana, China, Thailand and South America eatinsects; soon they will also appear on Westernmenus. Their benefits are that insects are high inprotein and low in fat.


• Give Ss time to read the headings 1-8 and thenread the text again and match the headings toparagraphs.


Answer Key

A 4 C 5 E 3 G 6 B 8 D 1 F 7

Refer Ss to the Check these words box andexplain/elicit the meanings of the words or askSs to use their dictionaries and look them up.


aroma (n): smell platter (n): a large plate common sight (phr): sth seen often deep-fried (adj): cooked in lots of hot oil marinated (adj): soaked in a sauce before being cooked pop (v): to move sth quickly from one place to another roasted (adj): cooked in the oven pest (n): an unwanted animal that causes damage contamination (n): when one thing spoils another

by coming into contact with it unavoidable (adj): impossible to avoid; inevitable witchetty grub (n): an insect from Australia known

for its high protein content dough (n): a soft mixture of flour, water yeast and

fat and/or sugar ready for baking nutty taste (phr): having the flavour of nuts edible (adj): safe to eat; not poisonous abundant (adj): plentiful; widely available fraction of resources (phr): a much smaller amount

of resources (e.g. water, electricity, etc) cholesterol (n): a dangerous fat that can block arteries

and cause heart attacks

Arizona is a state in the southwest USA. It is alsocalled the Grand Canyon State. Its capital city isPhoenix. Arizona is best known for its desertlandscape. It has mild winters and very hotsummers. The Grand Canyon is in northern Arizona.


Ghana is a country in West Africa. It is located onthe Gulf of Guinea. Its capital city is Accra. Theofficial language is English. It’s got a warm climate.China or the People’s Republic of China is in Asia.It is the most populous country in the world. Itscapital city is Beijing. Other major cities areShanghai, Tianjin, Hong Kong, etc.Thailand or the Kingdom of Thailand is a countryin Southeast Asia. Its capital city is Bangkok andits official language is Thai.


Would you dare?a2


31




Answer Key

makes your stomach churn = disgusts you delicacy = rare/expensive food pop = put quickly contamination = harmful dirt tucking into = eating with enjoyment agreeable = good edible = safe to eat abundant = widely available get over = overcome knights in shining armour = rescuers

5 To present new vocabulary for waysof cooking

Explain/Elicit the meaning of the words in the list.Then elicit answers to the questions in the rubricfrom various Ss around the class.

(Ss’ own answers)


I like deep-fried chicken. I like roasted potatoes. I eatcarrots raw. I love eating steamed rice. I often eattoasted bread. One of my favourite foods is chocolatecovered bananas. I like steak marinated and grilled. Ienjoy eating scrambled eggs. I really like snacking onroasted peanuts. I love grilled fish and barbecuedshrimp.

Grammar

6 To present/practise/revise future tenses

• Explain the task and give Ss time to choose thecorrect verb tenses.

• Check Ss’ answers and elicit the reasons fortheir choices.


Answer Key

1 ’m going to visit (future plan /intention) 2 ’m making (fixed future arrangement) 3 ’ll do (promise) 4 ’ll eat (on-the-spot decision) 5 ’re staying (fixed future arrangement) 6 ’ll go (on-the-spot decision) 7 ’ll have (on-the-spot decision) 8 is opening (fixed future arrangement) 9 ’s going to (prediction based on what we see) 10 ‘m going to (fixed future arrangement)

7 To practise future tenses usingpersonal examples

Elicit a variety of answers to the questions in therubric from Ss around the class.


I’m going to the cinema this weekend with my friends.I’m studying for a test tonight. Next summer, I thinkI’ll get a job and earn some money.

Speaking & Writing

8 To consolidate information in the text

• Play the recording. • Ss listen and follow the text in their books. • Give Ss time to write four sentences about

what they have learnt from the text and thenask various Ss around the class to read outtheir sentences.


I learnt that four-fifths of countries in the worldalready eat insects. I also learnt that each year, weeat a half a kilo of insects through foodcontamination. Another interesting thing I learnt isthat insects are high in protein and low in fat.Finally, I learnt that eating insects would help solvethe problem of feeding the world’s growingpopulation in an environmentally friendly way.

9 To develop critical thinking skills

• Ask Ss to read the rubric and then spend a fewminutes writing sentences in answer to thequestions.

• Ss tell their partners. Ask various Ss around theclass to tell the class.


Attitudes towards eating insects are definitelychanging. In the western world people are realisingthat insect farming is environmentally friendly and apossible solution to feeding the growing worldpopulation. In addition, insects taste good and areprepared in delicious ways, resulting in more peopleliking them and wanting to eat them. They are alsoa healthy food which is high in protein and low infat. After reading the article, I would be interestedin trying some dishes to see if they really taste good.


Reading

1 To introduce the topic; to predict content

• Ask Ss to read the introduction and thesubheadings in the text.

• Then elicit the answers to the questions. • Play the recording. Ss listen and follow the text

in their books to find out if their answers werecorrect.

Answer Key

The time machine can help you travel through time. The invisibility cloak can make you disappear. The mind control device enables you to control

electrical items with your brain. The three-course meal flavoured chewing gum replicates

different foods.


• Ask Ss to read the questions 1-10 and then readthe text again and match them accordingly.

• Check Ss’ answers. Ask Ss to justify their answers.

Answer Key

1 A 3 C 5 B 7 B 9 A 2 B 4 D 6 A 8 D 10 A



colonise (v): to send people to live in and governanother country

galaxy (n): a collection of stars control (v): to have the power to make sb/sth do

what you want levitate (v): to rise and float in the air without

physical support swamp (n): wet marshy ground wirelessly (adv): without wires disabled (adj): lacking a physical ability paralysed (adj): unable to move limbs (n): arms and legs hack into (phr v): to gain unauthorised access to

sth computerised mind-boggling (adj): astonishing invisibility cloak (n): a covering that can make sb

unable to be seen by others prototype (n): the first ever working example of sth flick (v): to move sth with a short sudden movement mirage (n): optical illusion bend (v): to cause sth to curve illusion (n): sth that is not really what it seems fool (v): to trick sb into believing sth untrue nanotube (n): a very small tube

strand (n): a thin thread of sth thread (n): a fibre mouth-watering (adj): looking so delicious you want

to eat it crack the secret (phr): find out the hidden reason

for sth nanotechnology (n): the science of creating microscopic

tools and machines from single atoms and molecules replicate (v): to reproduce sth exactly saliva (n): the fluid in the mouth that helps dissolve food far-fetched (adj): difficult to believe and unlikely to be

true circulating (adj): going round and round swirl (v): to move sth round and round stir (v): to mix sth with a spoon beam (n): a column of light emerge (v): to come out of sth sceptical (adj): doubtful

Vocabulary



Answer Key

1 brain 3 gaming 5 mind 7 main 2 facial 4 severely 6 pay 8 beam


• Explain the task and go through the list ofwords in the rubric. Give Ss time to match themto the words in bold in the sentences.


Answer Key

1 levitated 4 cracked 7 swirled 2 inserted 5 replicated 8 emerged from 3 demonstrated 6 stimulate

Grammar

5 a) To present/practise/revise the futureperfect/the future continuous and the futureperfect continuous

• Write these sentences on the board. 1 This time next week I’ll be flying to

Qatar (future continuous) 2 By the end of next month I will have

finished the project. (future perfect) 3 By the end of next week I will have

been working on this project for twomonths. (future perfect continuous)

Elicit the tenses in each and how each tenseis formed, then elicit their use.

• Refer Ss to the Grammar Reference sectionfor more information.

Science fiction to factb2

32


33

• Explain the task and give Ss time to completeit.

• Check Ss’ answers and elicit reasons.

Answer Key

1 will have been working (to emphasise the durationof an action up to a certain time in the future)

2 Will you be seeing (for an action which will be inprogress at a stated time in the future), will havealready left (for an action which will have finishedbefore a stated time in the future)

3 will have built (for an action which will havefinished before a stated time in the future), willstill be working (for an action which will be inprogress at a stated time in the future)

b) To practise the future perfect/thefuture continuous and the future perfectcontinuous using personal examples




This time next Sunday, I will be studying for my Historytest.

By the age of 25, I will have graduated from university.

Speaking & Writing


Give Ss time to write a few sentences on the topicand then ask various Ss around the class to readthem out to the class.


I would most like to try out the mind control devicethe most because I think it would be cool to movethings just by thinking about it.

I would most like to try out the invisibility cloak andfind out what it is like to be invisible for a while.

I would most like to try out the three-course mealflavoured chewing gum, because I’m curious aboutwhat it tastes like.

I would most like to try out the time machine, so Icould travel to another era and see how people lived.

7 To expand the topic with an examplefrom personal experience

Explain the situation and ask various Ss around theclass to write about an invention they know of fromscience fiction and then describe it to the class.


I would like to see the food replicator from the TVand film series Star Trek become a reality. Thereplicator can instantly create any object in theworld in particular food and drinks. This would be

incredibly useful in our everyday lives as wewouldn’t need to go to the shops to buy anything!In addition, it would save people time and money.

1 To read for gist

Elicit answers from Ss. Ss read the text in theirbooks and find out the answer to the question.


The Swamp People of Louisiana are unique becausethey live in the muddy Atchafalaya Swamp and huntalligators.


• Ask Ss to read the text again and decide ifstatements 1-8 are true, false, or if the necessaryinformation is not stated.

• Ask Ss to compare their answers with theirpartners. Check Ss’ answers.

Answer Key

1 2 3 1 5 1 7 1 2 3 4 3 6 2 8 2


Yoda is a character in the filmsStar Wars by George Lucas. Heis one of the most powerful JediMasters. He is very wise.Harry Potter is a character byJ.K.Rowling. He is an orphanwho discovers he is a wizard.His story is developed in sevenbooks.Charlie & the Chocolate Factoryis a novel by Roald Dahl. A groupof children (including CharlieBucket and Violet Beauregarde)are shown around an amazingsweet factory by the crazyinventor, Willy Wonka.Doctor Who is a science-fictionTV series about a time-traveller.He uses a time machine calledthe TARDIS (Time And RelativeDimension In Space) which hasthe appearance of a bluetelephone booth.


Culture Cornerc2


34


stretch (v): to extend over a certain area muddy (adj): having a lot of mud (soft dark earth) moisture (n): water in very small drops, either in the

air, in a substance, or on a surface sweat (v): to perspire wild (adj): not tame laid-back (adj): very relaxed exile (n): sb forced to leave their own country for

political, religious or economic reasons stilt house (n): a house built on tall pieces of wood,

lifted above the ground/water marsh (n): wet, waterlogged land okra (n): a green vegetable hunting season (n): a time of year when hunting

animals is permitted waterway (n): a route through water rotten meat (n): meat that is decomposing hooked (adj): caught on a hook spin (v): to turn around 360° (very quickly) upset (v): to disturb sth balance (n): the state in which all the parts of sth

are equal in strength eco-system (n): all the living things in an area and

the way they affect each other and the environment tag (n): a label restrict (v): to control an activity shrimp (n): a type of crustacean


• Give Ss time to match the words in bold withthe words given using their dictionaries to helpthem if necessary.


Answer Key

laid-back = relaxed rotten = bad/decayed hooked = fastened spin = turn fast respect = admiration restricting = limiting

4 To make notes from a text andcompare your lifestyle to that of the people inthe text

• Play the recording. • Give Ss time to make notes under the headings

provided and then give Ss some time to comparetheir lifestyle to the Swamp People’s lifestyle.

• Ask various Ss around the class to share theiranswers with the class.


who they are: They are Cajuns, descendants ofFrench exiles who where sent there from Canada inthe 18th century.

what they eat: They eat okra, black-eyed peas,alligators, frogs and turtles.

alligator hunting season: The hunting season takesplace in September and lasts for 30 days.

hunting methods: Hunters use boats, and try tospot alligators under the water. They throw out lineswith rotten meat to attract the animals. Whilespotting the alligators under the water, hunters haveto be careful to predict the alligator’s movements, asthey can easily do a death roll and spin wildly.


The Swamp People live in the muddy AtchafalayaSwamp, in the USA, whereas I live in Yolgograd, Russia.

The Swamp People grow their own vegetables, but Ibuy vegetables in a supermarket.

The Swamp People eat alligators, frogs and turtles,whereas I eat beef and chicken.

The Swamp People hunt alligators, but I never gohunting.

5 To develop research skills; to give apresentation on an unusual community

• Explain the task and give Ss time to look up allthe necessary information on the Internet. Thenask various Ss to present their information tothe class.



The Kombaii are a tribe that live in tree houses inPapua New Guinea. Some of the houses are as highas 40 metres above the ground. These dwellingsoffer an escape from the heat and insects in thejungle below and protect the tribe against floodingduring heavy rains. The Kombaii are a distinct ethnicgroup and have their own language and customs.They decorate their bodies with bones and many ofthem have got thorns through their noses. The menare hunters and have excellent hunting and fishingskills. They hunt wild boar and marsupials in theforest using their bows and arrows.

1 To introduce the topic

Direct Ss’ attention to the adverts and elicit answersto the questions in the rubric from Ss around theclass.


Advert A is an advert for a hot dog eating contest inNew York and advert B is an advert for an ostrichfestival in Arizona.

Everyday Englishd2


35

I would like to go to the hot dog eating contestbecause I love hot dogs and would like to take part inthe competition.

2 To present situational language

• Play the recording with pauses for Ss to listenand repeat chorally or individually.

• Pay attention to Ss’ intonation and pronunciation.

3 To elicit the content of a dialogue

• Read the rubric aloud and elicit Ss’ guesses asto what the dialogue is about.

• Play the recording. Ss listen and follow thedialogue in their books and find out.

Answer Key

The dialogue is about inviting a friend to an event (ahot dog eating contest).

4 To identify synonymous phrases incontext

• Read through the sentences and ask Ss to identifythe ones with a similar meaning in the dialogue.


Answer Key

Give me a moment to think – Let me see No kidding! – That’s unbelievable! What’s it like? – So what’s it all about? I had a great time – I really enjoyed myself. I’m not really sure- I don’t know Why don’t you come with me? – So would you like

to come with me? – Oh, come on, it’ll be fun. I’ve never heard of this – What on earth is that?

Intonation

5 a) To present/practise intonationwhen showing hesitation

• Play the recording with pauses for Ss to listenand repeat chorally and/or individually.


• Elicit which phrases show hesitation.

Answer Key

Phrases that show hesitation: Erm … Oh … well …,Hmm …

b) To practise role playing

• Explain the situation and ask Ss to work inpairs and act out similar exchanges usingthe prompts.


• Pay attention to Ss’ intonation.


A: Shall we go to the cockroach race tomorrow? B: Oh ... well ..., I don’t know.

A: Do you want to watch the boot-throwingcontest tonight, Bob?

B: Let me see. Erm ... I’m not sure yet.

A: How about going to the bug eating festival nextweekend?

B: Hmm ... let me think about that.

Speaking

6 To role play a dialogue inviting afriend to an event

• Explain the situation and ask Ss to work inpairs and act out a dialogue using poster B, thesentences in Ex. 2 and the diagram as a guide.



A: Hey, Richard, are you doing anything next Sundaymorning?

B: Let me see ... erm ... I don’t think so. Why? A: Well, I’m thinking of going to the Chandler Ostrich

Festival. B: To what? What on earth is that? A: I know, it sounds crazy! It’s a famous festival

which takes place each year in March. B: So, what’s it all about? A: Well ... people can see, pet and ride ostriches.

They can even buy and eat them! B: That’s unbelievable! A: I know. I went last year and I really enjoyed

myself. There was some great entertainmentbefore the show like clowns and marchingbands. So, would you like to come with me?

B: Hmm ... I don’t know. A: Oh, come on, it’ll be fun! It’s only $7 and the

food is great. B: Well ... OK then, why not? A: That’s great. I’ll call you on Saturday to make

the arrangements, then. B: OK, I’ll speak to you then.



Read the rubric aloud and ask Ss to read throughthe options presented. Elicit Ss’ guesses.


I think the place is inside a cave.

Extreme conditionse2


36

2 To predict the content of the text,introduce key vocabulary and read for gist

• Play the recording. Ss listen and repeat chorallyand/or individually.

• Explain/Elicit the meanings of any unknownwords and then elicit Ss’ guesses as to whatthe place is like.

• Give Ss time to read the text and find out.


I think it must be a very hot and humid place. However,it must be amazing to look at the forest of giant crystals.

3 To match headings and paragraphs

• Ask Ss to read the headings 1-8 and then toread the text again and fit them in the correctgaps.


Answer Key

A 7 C 8 E 4 G 3 B 2 D 5 F 6



humidity (n): relating to how much water there is inthe air

respirator (n): equipment to help sb breathe sweat pours (phr): when sb sweats/perspires a lot breeze (n): gentle wind steam up (phr v): to become covered in steam (usu

of glass) gypsum crystals (n): a type of clear transparent

rock made from a hard white substance used tomake plaster

blade (n): object with a sharp edge like a sword/knife glitter (v): to sparkle and shine challenging shoot (phr): a difficult photographic

assignment drain (v): to let/make water leave a place decay (v): to start to decompose fate (n): destiny operate (v): to run/work (for a machine/company) funding (n): money given by a government or

organisation for an event or activity World Heritage Site (n): a place that has been

officially judged by UNESCO to need protecting




Answer Key

1 exploring 4 abandoned 7 funding 2 Sweat 5 sucked 3 rip 6 breeze


• Give Ss time to match the words in bold to themeanings in the list using their dictionaries tohelp them if necessary.


Answer Key

tirelessly = without giving up sucked away = pulled away powerfully glittered = sparkled/shone drained = emptied

6 To practise similes

• Explain that a simile is a figure of speech whichcompares two different things using as or like.

• Direct Ss’ attention to the words in the list andgive Ss time to use them to complete thesentences.

• Check Ss’ answers. • Ask if there are similar structures in Ss’ L1.

Answer Key

1 bone 3 lightning 5 bat 2 crystal 4 ice 6 nails

Speaking & Writing


• Play the recording. Ss listen and follow the text. • Ask Ss to close their eyes and imagine they are

in the Crystal Cave and imagine what it is like. • Give Ss time to write a paragraph about their

imagined experience and then ask various Ssaround the class to read out their paragraphsto the class.


Everything glitters like a star. I feel like I’m on anotherplanet. There are giant crystals everywhere. I can hearmy breathing becoming heavy. Sweat is pouring frommy head and I feel weak as all my energy has beensucked away. It’s difficult to walk around and I’m notsure how long I can last in here. It’s strange butbeautiful.

8 To give a presentation on another cave

• Explain the task and give Ss time to look upinformation on the Internet.

• Ask various Ss to report back to the class. • Alternatively, assign the task as HW and ask Ss

to report back in the next lesson.


37


The Waitomo Glow-worm Cave in New Zealand is amagical place. Inside the cave visitors are awed by afantastic display of glowing lights created by thethousands of glow-worms that make the cave theirhome. They make their nests on the ceiling of thecave. Hanging from their nests are glowing threads oflight that the glow-worms produce to attract insectsto eat. These thousands of lights turn the cave into astarry night sky that is truly amazing to see.


1 To predict the content of a text

• Ask Ss to read the title of the article and thefirst sentence in each paragraph and elicit Ss’guesses as to what the text is about.

• Play the recording. Ss listen and follow the textin their books and check if their guesses werecorrect.


I think the text is about a man called Stuart Covewho works with sharks. I think the text must beabout his life and the dangers of his job.


Ask Ss to read the questions 1-8 and thepossible answers and then give them time toread the text again and choose the correctanswers.

Ask Ss to compare their answers with theirpartner. Check Ss’ answers around the class.Ask Ss to justify their answers with evidencefrom the text.

Answer Key

1 2 3 1 5 2 7 2 2 2 4 1 6 2 8 3

• Refer Ss to the Check these words box andexplain/ elicit the meanings of the words or askSs to use their dictionaries and look them up.

Suggested Answer Key kneel (v): to support the body on one’s knees crate (n): a plastic/wood/metal square container spear (v): to stick a long shaft with a metal point at

the end through sth drift away (phr v): float off in/on the water capture (v): to trap and keep hold of sth manipulate (v): to make sth do what you want step in (phr v): to become involved in a difficult

situation

sequel (n): a book or film that continues the storyof a previous book or film

menace (v): to threaten to seriously harm sb be out of your mind (phr): be crazy to one’s relief (phr): having a feeling of happiness

that sth unpleasant hasn’t happened fussy eater (phr): sb who doesn’t like different foods,

won’t try new foods and insists on eating familiarfoods

bait (n): a small amount of food used to attract andcatch a fish or animal

spit out (phr v): to force sth out of your mouth strap (v): to fasten tear off (phr v): to rip away a piece of sth


Give Ss time to match the words in bold to thedefinitions in the list using their dictionaries tohelp them if necessary.

Check Ss’ answers around the class.

Answer Key

drift = float struggle = fight scrubbed = cleaned by rubbing hard menaced = threatened stand-ins = replacement actors trapped = caught grabbed = seized suddenly fussy = difficult to please




Answer Key

1 bed 4 famous 7 realised 2 knelt 5 charges 8 waved 3 released 6 bitten

Grammar

5 To present/practise/revise -ing/(to)-infinitive forms

• Refer Ss to the Grammar Reference section torevise -ing/-to inf forms.

• Give Ss time to complete the task and thenelicit reasons for their answers.

Answer Key

1 swimming (-ing form after ‘consider’) 2 dive (infinitive without to after a modal verb) 3 to swim (to -infinitive after “want”) 4 going (-ing form after a preposition) 5 wear (infinitive without to after ‘make’) 6 to come (to-infinitive after ‘would like’)

Extraordinary lifestylef2


38

7 to go (to-infinitive after ‘too’) 8 watching (-ing form after ‘regret’) 9 to visit (to-infinitive after ‘can’t wait’) 10 waving (-ing form after ‘continue’), to stop (to-

infinitive for reported command)

Speaking & Writing


• Explain the task and ask Ss to work in pairs andthink of questions and answers based on theinformation in the text for an interview withStuart.

• Ss act out their interviews in pairs. • Monitor the activity around the class and then

ask some pairs to act out their interview infront of the rest of the class.


A: Have you always wanted to be a shark handler? B: Well, I actually got this role by accident! When I

was 19, I was an experienced diver working onfilm sets. Then one day I was asked to get in thewater with tiger sharks! I thought they were outof their minds, but then they offered me $150for it. As a teenager in 1979, that was a pile ofmoney!

A: What was your first experience working withsharks like?

B: Honestly, I was scared to death! During the firsttake, the shark escaped. I was secretly relieved,but pretended to look for the lost animal.Amazingly, I found it struggling at the edge ofthe set, trapped in a net. I grabbed it and it triedto bite me! Then it relaxed and I swam it back.After that, I became one of the chief sharkhandlers. However, I never told anyone that I’dfound the shark in a net!

A: Isn’t your job extremely dangerous? B: Yes! For some shoots, we simulate shark

attacks, which involves strapping food to a suitand letting the sharks tear it off. That’sdangerous because they can actually rip yourwetsuit and flesh. I have been bitten three times;once on the hand. It was the worst pain I’ve everfelt.

A: Isn’t this crazy? B: Well, it is but for fame and fortune you don’t

mind doing anything!

7 To express an opinion on a text

Give Ss time to complete the sentences about Stuart.Elicit a variety of answers from Ss around the class.


I admire Stuart because he is very brave to get in thewater with sharks. Also, he has a dream job throughwhich he earns a lot of money while being able to

work with celebrities on film sets. I find his jobinteresting because it is very varied. He gets to meetfamous people and it is exciting to work withdangerous animals like sharks!

1 a) To introduce and categorise newvocabulary

Ask Ss to copy the headings into their notebooksand then give them time to write the sports underthe headings. Check Ss’ answers on the board.


WATER: kite surfing, white-water rafting/kayaking,cliff diving, jet skiing, windsurfing, sailing, scubadiving

LAND: rollerblading, archery, free running(parkour), snooker, ice climbing, mountain biking,weightlifting, skateboarding, sand boarding, icehockey, snowboarding, ice skating, motocross,indoor climbing, storm chasing

AIR: BASE jumping, kite surfing, cliff diving,paragliding, bungee jumping, ski jumping

b) To listen for confirmation, togenerate more vocabulary

• Play the recording for Ss to listen and checktheir answers.

• Elicit which of the sports are not extremesports and then elicit any more sports Sscan think of to add to each category.

Answer Key

Not extreme sports: rollerblading, archery, snooker,weightlifting, skateboarding, ice hockey, sailing, iceskating and indoor climbing are not extreme sports.


Water: water polo, synchronised swimming,canoeing

Land: downhill skating, rugby, lacrosse Air: skydiving, hang-gliding

2 To personalise the topic and express apersonal opinion

• Explain the task and read out the examples. • Ask Ss to discuss the questions in the rubric in

pairs. • Monitor the activity around the class and then

ask some pairs to report back to the class.


I have tried ice skating and would like to trysnowboarding. For this you would need to be quite

Skillsg2


39

physically strong and also have good balance. Also,you would need to buy specialised clothing such as aski jacket, thick trousers, gloves and goggles. Ofcourse, you would also need a snowboard. Normally,you need snow to go snowboarding, but in someplaces there are now snow domes in which you cansnowboard all year round.

3 a) To listen for specific information

• Direct Ss’ attention to the pictures A and B. • Play the recording. Ss listen to two Ss

comparing the pictures and write down thesimilarities and difference that they mention.

Answer Key

Similarities: both taking part in unusual sports,both wearing adequate safety equipment.

Differences: In picture A, the man seems to be takingpart in a competition while in picture B, the manappears to be canoeing for leisure or in training. Also,the man in picture A is wearing lightweight clothing,while the man in picture B is wearing thick clothing.

b) To compare two pictures showingsports

• Explain the task and remind Ss to use theuseful language to help them.

• Ss work in pairs and complete the task. • Monitor the activity around the class and

offer assistance as necessary.


A: In both pictures, groups of people are taking partin unusual sports.

B: Yes, it looks like the people in picture C areabout to do some indoor climbing. I think theyare probably doing this sport for fun and todevelop physical strength.

A: They could also be beginners who are doing thesport as a hobby. Perhaps the woman in red isinstructing them, while the others are listening.

B: Maybe, but for this activity the people only havea climbing wall, some ropes and a lightweightharness. On the other hand, the people in pictureD are carrying a great deal of equipment. It lookslike they are going scuba diving. What do youthink?

A: Yes, it seems like it. I think they must havetraining in order to do this, so they are probablyexperienced divers. I’d say they take part in thissport because they like to explore the oceanfloor.

B: Yes, but they are possibly on holiday and lookingto see beautiful coral reefs, or perhaps they areinterested in marine wildlife.


• Explain the task and ask Ss to read thesentences in questions 1-6.

• Play the recording for Ss to assess whichanswer is correct.

• Ask Ss to check their answers with their partnerand then check Ss’ answers on the board.

Answer Key

1 2 2 2 3 3 4 1 5 2 6 3


• Ask Ss to think of what they know/would liketo know about jousting.

• Elicit a variety of questions from Ss around theclass and write three of them on the board.

• Give Ss time to read the text and then elicit ifthe questions were answered.


I know that jousting is a sport that was practised inmedieval times. It involved men on horseback whowould ride towards one another and try to knockeach other off their horse using a long stick.

1 What equipment is required for this sport? (horse,lance, armour)

2 Is the sport dangerous? (yes) 3 Do people still participate in jousting today? (yes,

they do)

2 To read for text completion

• Ask Ss to read the text again and complete thetask in closed pairs.

• Ss compare their answers with their partner.

Answer Key

1 risked 4 could be/was 7 did not accept 2 To win 5 their 8 successful 3 were held 6 whose 9 safer



medieval knight (n): from 1000-1500 AD, a man ofhigh social position trained to fight as a soldier on ahorse

on horseback (phr): on a horse lance (n): a weapon like a long heavy spear

Curricular: Historyh2


40

spear (n): a long wooden weapon with a sharp metalpoint

at high speed (phr): very fast opponent (n): sb being competed against in a sports

event shield (n): a flat wooden or metal piece of equipment

that a soldier carries to protect himself knock off (phr v): to force sb to fall off sth to the

ground tournament (n): a sporting competition chain mail (n): lightweight armour made of small

links of metal slit (n): a small straight opening in sth helmet (n): a protective head covering royalty (n): members of a royal family nobility (n): people of noble birth e.g. lords and ladies commoner (n): a person of humble birth battlefield (n): a place where a battle is fought




Answer Key

risked life and limb = injury or death restricted = limited glamorous = attractive making a comeback = becoming popular again exhilarating = very exciting




Answer Key

1 Competitors 3 opponent 2 spectators 4 audience

5 To describe a picture

• Play the recording. Ss listen and read the textagain.

• Ask various Ss to describe the picture coveringall the points in the rubric.


The picture is of a man on horseback, wearing a suitof armour and carrying a lance. The lance looks likeit has a rounded tip. I would say that the competitoris taking part in a modern-day jousting tournament.I imagine that the spectators watching this eventwould be cheering for their favourite competitor,but perhaps the crowd would be small since joustingis not a very popular sport. He doesn’t have ahelmet; maybe he has taken it off to practice.

6 To give a presentation on a dangeroussport from the past

• Explain the task and ask Ss to collect informationfrom the Internet and then report back to theclass.



Muay Thai is a martial art which was developed inThailand. It is based on the idea that the body is aweapon, so parts of the body are used to representweapons of war. For example, the hands become asword and dagger, while shins and arms act asprotective armour.

Originally, Muay Thai evolved through tribalwarfare. The art was passed down from father toson and eventually became adopted by the Thaimilitary. It was at this time that young men withmilitary training decided to use their combat skillsto develop Muay Thai as a sport.

The rules of Muay Thai are similar to the rules ofkickboxing. Contestants fight for five rounds whichlast for three minutes each. During each round,players are awarded points based on their ability.The contestant with most points wins. However, if acontestant falls down and is unable to rise to theirfeet within ten seconds, they automatically lose thematch.

Muay Thai has now become a popular internationalsport. Fans of mixed martial arts often incorporateMuay Thai techniques in their training. With itsever-growing popularity, the Thai government hopesthat it will become very popular worldwide.


• Explain the task and give Ss time to mark thestatements accordingly.

• Ask Ss to check their answers in the WritingBank on p. WB2 and then elicit corrections forthe false statements from Ss around the class.

Answer Key

1 T 2 F give opinion in the first main body paragraph 3 F use formal language and long forms 4 T 5 T 6 T 7 T 8 T 9 T 10 T

Writingi2


2 To analyse a rubric and express anopinion

• Ask Ss to read the rubric and then elicit whetherthey agree or disagree.

• Ask Ss to discuss their ideas with their partner.


I disagree with this statement because whileextreme sports may be dangerous, those whoparticipate in them do so regardless of the risks.Individuals should be allowed to decide whether ornot they wish to take part in an extreme sport. Also,adequate safety measures and proper equipmenthelp to prevent injuries.

3 To match points with questions

• Ask Ss to read the model. • Ask Ss to copy the headings into their notebooks

and make notes under them to list the writer’sviewpoints and the reasons/examples they useto support them.


Answer Key

4 To categorise linking words andsubstitute those in the model with suitablealternatives

• Ask Ss to copy the table into their notebooksand work in closed pairs to complete it withthe linking words/phrases in the list.

• Give Ss time to substitute the linkers in themodel.


Answer Key

To list points: in the first place, firstly, to begin with,lastly, secondly

To add more points: also, moreover, in addition,furthermore

To introduce opposing viewpoints: on the otherhand, however, apart from this, alternatively, incontrast, while

To introduce examples/reasons: for example,therefore, for instance, in particular, because, since,such as

To conclude: to sum up, all things considered, takingeverything into account


To begin with – In the first place What is more – Furthermore for example – for instance On the other hand – Alternatively Also – Moreover All in all – All things considered

5 To suggest reasons/examples forviewpoints

• Refer Ss to the sentences 1 and 2 and givethem time to write reasons/examples for them.

• Elicit answers from Ss around the class. • Give Ss time to develop their answers from

Ex. 4 into main body paragraphs using thelinkers in Ex. 5.

• Ask various Ss around the class to read theirparagraphs aloud.


1 It improves overall health/Prevents obesity andheart disease.

It’s fun and sociable/Encourages young people tointeract with their peers.

2 It is highly nutritious/Insects contain more proteinand less fat than meat.

It reduces the cost of food production/Muchcheaper to farm insects than rear animals.

3 Firstly, taking part in sport improves overall health.This is because regular exercise prevents obesityand heart disease. Also, it’s fun and sociable. Forexample, team sports in particular encourageyoung people to interact with their peers.

4 To begin with, insect-eating is highly nutritious.This is because insects contain more protein andless fat than meat. Also, it reduces the cost offood production as it is much cheaper to farminsects than rear animals.

6 To expand prompts into full sentences

• Explain the task and go through the Usefullanguage box.

• Read out the example and then elicit sentencesfrom Ss around the class.

Paragraph Argument Reasons/ExamplesParagraph 1 Argument 1:

very riskyArgument 2:very expensive

• causeinjury/death• equipment/travel

Paragraph 2 Opposingviewpoint:1. Enthusiaststake precautions2. More deathsother causes

• wear safetyequipment• road accidents/natural disasters

Paragraph 3 Attack onopposingviewpoint:1. Precautionsnot enough2. Road accidentsare morecommon becausedriving is a partof everyone’s life

• people still getinjured or even die• victims don’t putthemselves indanger on purpose

41


42


2 I believe violent films affect the behaviour ofsome children.

3 As far as I am concerned we should not try totravel through time.

4 To my mind, BASE jumping is too dangerous andshould be banned.

7 To identify beginnings/endings andwriting techniques

Ask Ss to read the extracts A-C and then elicitwhich are beginnings and which are endings. Thenelicit which writing techniques have been used ineach one and in the model in Ex. 3.

Answer Key

Beginnings: A, C Endings: B Address the reader directly: C Asks a rhetorical question: A Uses direct speech/a quotation: B

In the model, the writer begins the essay with aquotation and ends it by stating their opinion.

8 a) To analyse a rubric and prepare fora writing task

• Ask Ss to read the rubric and answer thequestions.


Answer Key

1 I am going to write an opinion essay in formal style. 2 boxing, martial arts, rugby

b) To match viewpoints to opinionsand think of reasons/examples



Answer Key

A disagrees B agrees C agrees


A Referees are always present during boxingmatches to ensure that participants follow therules and that they are fit to continue.

B Contestants win by causing physical injury totheir opponents, so fans of the sport mimic theirsporting heroes’ behaviour and believe thatviolence is acceptable.

C Head injuries are common among boxers andthese could cause permanent brain damage.

9 a) To listen for ideas and make notes

• Play the recording. • Ask Ss to listen and make notes.


Encourage violence – boxers physically injure theiropponents – glorifies violence – supporters mimictheir sporting heroes’ behaviour – think it’s acceptable

Boxers get seriously injured – head injuries, brain damage Strictly controlled referees – ensure boxers are fit –

can continue

b) To write an opinion essay

• Refer Ss to Writing Bank 2 for moreinformation and practice.

• Give Ss time to write their essay using theiranswers from Ex. 9 and the plan, then checkSs’ answers.

• Alternatively, assign the task as HW andcheck Ss’ answers in the next lesson.


Have you ever participated in a violent sport? Whilesome people support them, I strongly believe thatthey should be banned.

Firstly, a high percentage of participants get seriouslyinjured while competing in violent sporting events. Inparticular, head injuries are common among boxersand these could cause permanent brain damage.

On the other hand, some people argue that violentsports should not be banned. They maintain thatsports such as boxing are strictly controlled withrules and regulations. For instance, referees arealways present during matches to ensure thatparticipants follow the rules and are fit to continue.

However, sports such as boxing encourage violence insociety. Since contestants win by causing physicalinjury to their opponents, fans of the sport mimictheir sporting heroes’ behaviour and believe thatviolence is acceptable.

All things considered, I believe that violent sportsneed to be banned. They can leave the participantspermanently and seriously injured and they makeviolence in general seem acceptable.

Reading

1 To read for gist

• Ask Ss to skim the text to get the gist of whatit is about.

• Elicit answers.

Answer Key

b – how predictable eruptions are.

Skills 2


43

2 Matching headings to paragraphs

• Explain the task. • Allow Ss some time to do the task. • Check Ss’ answers.

Answer Key

A 7 C 1 E 6 G 4 B 8 D 3 F 5

Speaking

3 To prepare for a speaking task

• Explain the task. • Allow Ss some time to complete the task. • Check Ss’ answers.

Answer Key

4 To give a talk

• Ss prepare their answers. • Elicit answers from various Ss. • Play the recording for Ss to compare.


Hello, and good morning. I’m going to speak to youfor a few minutes about extreme sports. You haveprobably seen them on the television: bungee-jumping, cliff-diving, kite-surfing and so on. Perhapsone question we can start with is why people takepart in them? Certainly, some people’s day-to-daylives are boring and they are looking for someexcitement. Others find extreme sports a way torelease energy and tension. Others are interested intesting their own limits.

It shouldn’t be any surprise if extreme sports aremore popular now than in the past. They are often

on television nowadays, and some people are tiredof conventional sports like football. Also, peoplehave a lot more free time these days.

I sometimes wonder if I would like to try an extremesport. On the whole, I think they are too frightening,though sky-diving looks like a great way to feel free.Perhaps I could start with a ‘safer’ extreme sport likebungee jumping. That could be fun!

Writing


• Explain the task. • Allow Ss some time to complete the task. • Ss swap papers and check partner’s letter.


Key words: letter from Tom, La Tomatina, you’denjoy, why, what’s most unusual festival, whichplaces in the world, most like to visit, why, answerhis three questions, remember, rules of letter writing

Dear Tom, It was good to hear from you. La Tomatina sounds

great fun. If you took any photographs, you mustsend them to me.

I like the idea of watching the festival, but I’m nottoo sure that I’d enjoy taking part. I don’t even likespilling water on me, so imagine how I’d feel coveredin tomatoes! I recently heard of a mud festival inBoryeong, South Korea. People cover themselvesfrom head to toe in mud! I’d really like to visit Rome.I love stories about Ancient Rome and I’d love to seewhere the gladiators fought for their lives.

That’s all for now. Don’t forget to send those pictures! Best wishes, Katy

6 a) Preparing for a word-formation task

• Explain the task. • Allow Ss time to complete the task. • Elicit answers from around the class.

Answer Key

1 adjective 3 noun 2 adverb 4 verb

b) Preparing for a word-formation task

• Explain the task. • Allow Ss time to complete the task. • Elicit answers from around the class.

Answer Key

1 experienced 3 coldness 2 extremely 4 ensure

Questions Points

Why do peopletake part inextremesports?

• Extreme sports are a way torelease energy and tension.

• People’s day-to-day lives aresometimes boring.

• Some people are tired ofconventional sports like football.

• People are interested in testingtheir own limits.

Why is doingextreme sportsmore popularnow than itwas in the past?

• Extreme sports are often ontelevision nowadays.

• People have a lot more freetime these days.

Have you tried/Would you liketo try anextreme sport?Why?

• Extreme sports are much toofrightening.

• Sky-diving looks like a greatway to feel free.

• “Safer” extreme sports likebungee jumping could be fun.


7 To form words

• Ss do the task. • Remind Ss that accurate spelling is required. • Check Ss’ answers on the board.

Answer Key

1 difference 3 achievements 5 fitness 2 famous 4 Amazingly 6 possibility

Listening & Reading


• Direct Ss to the title of the text and the photo.Then, elicit answers to the questions in therubric from Ss around the class.



In my free time, I like doing lots of sports. I often goice skating in the winter and I love playing differentteam sports in the summer, like football, basketballand volleyball.

To do rock climbing in Moscow, you need to go toone of the climbing gyms.



alpinism (n): the sport of climbing high mountains bouldering (n): the act of climbing large rocks for

practice or for sport route (n): a particular way of getting from one

place to another ensure (v): to make sth certain spectator (n): sb who watches a show, game or event sponsor (n): a person or organisation that pays for

the costs of an event steep (adj): rising in height very quickly so as to be

difficult to climb belay (n): a place or rope where a climbing rope can

be fixed cable (n): a strong rope attached (to) (adj): joined or connected hook (n): a hard, curved device used for catching and

holding onto things plumb (n): a device on a climbing wall which is shaped

in such a way as to make it difficult to hold on to sweat (n): a clear liquid which the human body

releases when we exercise evenly (adv): in an equal amount gravity (n): the force which causes things to move

towards the ground

bounce (v): to move up after just hitting a surface descent (n): a movement downwards bend (v): to move part of your body so that it is not

straight expander (n): a device which allows sb to exercise

the muscles in their fingers


• Give Ss time to read the headings 1-8 and thenread the text again to match the headings tothe paragraphs.


Answer Key

A 3 C 4 E 7 G 1 B 8 D 2 F 5

Speaking & Writing


• Play the recording. • Ss listen and follow the text in their books. • Give Ss’ time to prepare their answers. • Elicit answers from around the class.


Rock climbing helps you fight physical andpsychological stress. It also helps you learn how totake full control of your actions. To do this sportyou need to exercise and follow a healthy diet. It isdifficult sport but very rewarding. It makes youhealthier and happier.

4 To present information about extremesports in Moscow; to develop research skills

• Explain the task and give Ss time to look upinformation on the Internet or any other source.Ss can work in groups.

• Ask various Ss to present their work to the class.


There are lots of opportunities for doing extremesports in Moscow. You can go bungee jumping –that’s where you jump from a tall height with a ropeattached to you. Another thing you can do I goskydiving – that’s where you jump from an aeroplanewith a parachute. Around Moscow there are lots ofskate parks where you can learn how to skate anddo lots of tricks as well. Finally, you can go skiingand snowboarding near Moscow in the winter.

Moscow Culture2

44


Reading & Listening

1 To read for gist

• Elicit answers from Ss. • Play the recording. • Ss follow the text in their books to check their

answers.


You can probably go diving in the Orda Cave andyou might be able to see volcanoes and geysers atthe Kronotsky Nature Reserve.




1 3 3 1 5 3 7 2 2 2 4 2 6 2 8 1



fragile (adj): delicate; easily damaged wilderness (n): a place in its natural condition where

nobody lives delicate (adj): easily damaged funnel (n): a cone-shaped object with a narrow tube

at the bottom and wide round top air bubbles (pl n): small balls of air precious (adj): being valuable or rare remote (adj): hard to get to, far away steaming (adj): very hot; producing vapours mudslide (n): mud that flows down a mountain shoot (v): to move upward quickly and suddenly collapsed (adj): having fallen down or caved-in boiling point (n): the temperature at which a liquid

changes to a gas bubble (v): to form bubbles (from boiling) acid lake (n): an area of water containing harsh

chemicals leap (v): to jump high into the air virtual tour (n): an online simulation of a place using

video images launch (v): to make available; to introduce

3 To expand on vocabulary

• Explain the task. • Ss do the task. • Check Ss’ answers.


1 wonders 4 bubbles 7 trip 2 springs 5 boiling 8 virtual 3 rock 6 leaping

Speaking & Writing


• Explain the task. • Ss collect information, then complete the task. • Check Ss’ answers.


Name: Lena’s Pillars Location: 60km from Yakutsk, Siberia What you can see/do there: Huge stone formations

that look like a forest, fossils

“Lena’s Pillars”, also known as “Lena’s Stone Forest”,is an amazing rock formation about 60 km fromYakutsk in Siberia. It is about four-days travel fromMoscow, so getting there can be difficult. Theseprehistoric monuments are in an area of amazingnatural beauty and you can even find fossils fromanimals such as woolly mammoths and woollyrhinoceroses.

Russia 2

45


<N

East, West, Home’s BestBody and Soul

In this module, Ss will explore the topics of health &fitness, healthcare professions, alternative therapies,health crazes and health problems.

47Lesson Objectives: To give an overview of the module,to introduce key vocabulary, to listen for gistVocabulary: Jobs related to healthcare & fitness(optician, psychologist, chemist, art therapist, personaltrainer, hypnotherapist, dental nurse, paramedic,nutritionist, midwife, physiotherapist, beautician, plasticsurgeon, yoga instructor)

48-49Lesson Objectives: To read for gist, to read for cohesionand coherence, to revise modal verbs, to summarise a text,to talk about hypnotherapyVocabulary: Alternative therapies (hypnotherapy,meditation, acupuncture, reflexology, homeopathy); Healthproblems (arthritis, osteoporosis, ulcers, depression, panicattack); Aches, pains, injuries (blisters, migraine,concussion, indigestion, nosebleed); Verbs (cluck, saw, lash,mesmerise); Nouns (insomnia, surgery, snoring, addiction,burn victim, pain relief, magic wand, side effects, panicattack, recovery); Adjectives (restless, dim, absorbed);Phrase (kick the habit)

50-51Lesson Objectives: To listen and read for gist, to read forspecific information, to revise past modals, to summarisea text, to express a preference for an experienceVocabulary: Physical activities (play sports, weightlifting,aerobics, cycling, stretching, swimming, dancing, yoga,bodybuilding, running, walking, pilates); Verbs (dip, tickle,spin, hug, swing); Phrasal verb (flick through); Nouns(tubes, nostrils, silk hammock, poses, harness); Adjectives(oxygenated, gentle, suspended); Phrases (catch your eye,laugh out loud, at top speed, out of breath)

52Lesson Objectives: To read for gist, to read for cohesionand coherence, to summarise a text in the form of a tour,to give a presentation on a popular place of naturalbeautyVocabulary: Verbs (roar, cleanse, erupt, dip); Nouns (seismicactivity, steam, acid, vent, reserve); Adjectives (sizzling,geothermal)

53Lesson Objectives: discussing symptoms & remedies,to learn the intonation of expressing sympathy, to actout a dialogueVocabulary: Health problems (bloated stomach,splitting headache, itchy skin, the flu, runny eyes, badcough, hay fever, chest infection)

54-55Lesson Objectives: To listen and read for gist, to readfor specific information, to summarise a text, toexpress an opinion on a topicVocabulary: Ways to laugh (giggles, laughed, burst intolaughter, chuckled, grinned broadly, beamed); Verbs(giggle, relieve, chant); Nouns (community centre,circulation, respiratory system, hormones, chuckle, roar,meditation, puddle); Adjectives (sceptical, refreshed);Phrases (tone muscles, weight lifted from one’sshoulders)

56-57Lesson Objectives: To read for gist, to read forcomprehension, to learn expressions synonymous tomodals, to talk about stress in young people, to give apresentation on how to cope with stressVocabulary: Stressful situations (study/sit for exams, bebullied, move house, have too much homework, have toomany extracurricular activities, have a medical problem inthe family, have financial problems at home, have familyproblems); Verbs (concentrate, function, minimise, pump,contribute, slouch); Phrasal verb (cope with); Nouns(bullying, alert, metabolism, heart rate, blood pressure,depression, cortisol, adrenaline, endorphins); Adjective(widespread); Phrases (daily basis, lessen its effects,emotional pressure, tough situation, handle the situation,remain on alert, adverse effect, moderate exercise)

58Lesson Objectives: Choice/Reason/Recommending, to talk about stress, to listen for specific information

59Lesson Objectives: To read for gist, to read for cohesionand coherence, to talk about anger management, togive a presentation on anger management tips

Topic

Modular page

3a Therapies

3b Health crazes

3c Culture Corner

3d Everyday English

3e Emotional health

3f Mental health

3g Skills

3h Curricular: PSHE

46


<None>

47


Read the title of the module Body and Soul and askSs to look at the pictures and to suggest what theythink the module will be about (the module is abouthealth & fitness, healthcare professions, alternativetherapies and health problems). Go through theobjectives box to stimulate Ss’ interest in themodule.

Vocabulary


• Direct Ss’ attention to the words in the listand explain/elicit the meanings of any thatare unknown.

• Play the recording with pauses for Ss torepeat chorally and/or individually.

b) To match professions to pictures

Direct Ss’ attention to the pictures A-F andelicit which jobs they show from the list inEx. 1a.

Answer Key

A 3 B 9 C 2/6 D 8 E 7 F 5

2 To match job descriptions to jobs

• Explain the task and ask Ss to read the jobdescriptions A-H.

• Explain/Elicit the meanings of any unknownwords and then give Ss time to complete thetask.


Answer Key

A 9 C 6 E 1 G 2 B 7 D 4 F 5 H 8

3 To listen for gist

• Explain the task and play the recording. • Ss listen and match the speakers to the

pictures A-F. • Check Ss’ answers and elicit which words

helped them decide.

Answer Key

Speaker 1 – 9 nutritionist Speaker 2 – 5 personal trainer Speaker 3 – 6 hypnotist Speaker 4 – 8 paramedic Speaker 5 – 3 chemist


1 weight loss, diets, healthy eating 2 tone up, training programme, workout 3 therapy, open to suggestion

Vocabulary: Verbs (adapt, evolve, release, unwind,channel); Nouns (adrenaline, human race, mental health,blood pressure, insomnia, depression, heart attack);Adjectives (physical, vital); Adverb (merely); Phrases(verbal abuse, physical aggression, ticking bomb)

60-61Lesson Objectives: To analyse a model report, topractise formal style, to practise linkers, to write areport making suggestions/recommendations

62-64Lesson Objectives: To read for specific information, topractise word formation, to listen for specificinformation, to give a talk about diets/gyms, to write aletter

65Lesson Objectives: To listen and read for gist, tomatch headings to paragraphs, to summarise a text, todevelop critical thinking and creativity skillsVocabulary: Verb (renovate); Nouns (infrastructure,workout station, participant)

66Lesson Objectives: To listen and read for gist, to readfor comprehension, to talk about folklore in yourcountry Vocabulary: Verbs (soak); Phrasal Verbs (set up, swear by,boil down); Nouns (diversity, epidemic, miracle, ailments,immune system, antiseptic, ulcers, scalp, mouthwash,pores, circulation); Adjectives (rich, chopped, tar-like,undoubted, vigorous); Phrases (widely available, healingproperties)

Skills 3

Moscow Culture 3

Russia 3

3i Writing


48

4 first people to arrive at the scene, emergency,urgent medical help

5 recommending treatment for a range ofailments, prescriptions

OVER TO YOU!

To express a personal opinion on arange of jobs

Elicit answers to the question in the rubric fromvarious Ss around the class. Alternatively, Ss workin closed pairs. Invite various Ss to answer thequestions.


I think it would be most rewarding to be aparamedic because you help to save people’s lives.Also, being a personal trainer would be a rewardingcareer since you help to build people’s confidenceand can physically see the results of your work. Ibelieve it would be challenging to work as apsychologist because you help people overcome theirproblems.

A pharmacist needs to be careful because theirdecisions affect people’s lives. They also need to bepatient as they deal with all kinds of people.

A nutritionist needs to be patient and showunderstanding of people’s problems. They also needto be knowledgeable and keep up with nutritionalguidelines.

A psychologist needs to be caring and empathisewith a person’s problems. They also need to beethical and keep sessions confidential.

A paramedic needs to be able to remain calm whiledealing with very serious situations. They also needto be decisive and quick thinking because this cansave a person’s life.

A dental nurse needs to be organised because theykeep full and accurate patient records. They also needto be supportive and listen to the patient’s problems.

A personal trainer needs to be communicative orelse you won’t be able to follow their instructions.They also need to be watchful to correct errors intechnique and maintain safety.

Vocabulary

1 a) To present and categorise newvocabulary

• Ask Ss to go through the list of words andexplain/elicit their meanings.

• Give Ss time to write the words under thecorrect headings and then check Ss’ answerson the board.

Answer Key

health problems: arthritis, osteoporosis, ulcers,depression, panic attack

alternative therapies: hypnotherapy, meditation,acupuncture, reflexology, homeopathy

aches, pains, injuries: blisters, migraine,concussion, indigestion, nosebleed

b) To listen for confirmation and findsynonyms in L1

• Play the recording. Ss listen and check theiranswers.

• Elicit which words are the same/similar inSs’ L1.

(Ss’ own answers)

Reading

2 a) To predict the content of the textand read for gist

• Direct Ss’ attention to the picture and elicitwhat it shows.

• Ask Ss to read the title and the firstsentence of each paragraph in the text.

• Elicit Ss’ guesses as to what the text isabout and then give Ss time to read thetext and check if their guesses were correct.


I expect to read about hypnotherapy; its history andhow it is used to treat physical and mental problems.

• Refer Ss to the Check these words box andexplain/elicit the meanings of the words orask Ss to use their dictionaries and lookthem up.


insomnia (n): the inability to sleep restless (adj): uneasy; anxious dim (adj): not bright mesmerise (v): to hypnotise surgery (n): an operation anaesthetic (n): medicine that puts sb to sleep for

surgery cluck (v): to make a noise like a chicken snoring (n): a noise made in the throat while sleeping addiction (n): a dependency on sth kick the habit (phr): to break a habit; to stop doing

sth that you did regularly recovery (n): the process of getting better after

surgery/ illness burn victim (n): sb who had been badly burnt in a fire pain relief (phr): when pain/extreme discomfort

goes away/stops saw (v): to cut through sth with a metal tool (also

called a saw) lash (v): to hit with a lot of force

Therapiesa3


49

magic wand (n): a special stick that has magicalpowers that a wizard or magician carries to castspells

side effects (n): adverse effects of taking a drug/medicine

absorbed (adj): engrossed in sth panic attack (n): a feeling of terror for no reason

b) To read for specific details

• Ask Ss to read the sentences 1-8 and thento read the text again and decide if they aretrue, false or not stated.


Answer Key

1 2 3 1 5 1 7 2 2 3 4 1 6 1 8 2


• Give Ss time to complete the sentences usingthe words in the list. Ss can use theirdictionaries to help them if necessary.


Answer Key

1 heavy, deep 4 kick 7 side 2 swinging 5 wide 8 disorder 3 overcome 6 relief

Grammar

4 To practise/revise modal verbs

• Explain the task and read out the example. AskSs to underline It is necessary in the firstsentence. Explain that have to is the equivalentmodal expressing necessity.

• Refer Ss to the Grammar Reference section torevise modal verbs. Ask Ss to find the phrases inthe given sentences which will be replaced by amodal verb, then try to find the appropriatemodal verb in the Grammar Reference. RemindSs that more than one modal verb can be used.

• Give Ss time to complete it then check Ss’answers.

Answer Key

2 could eat at the vegetarian restaurant 3 may/might/could help with a bad back 4 should/ought to try meditation 5 don’t have to/don’t need to/needn’t be really fit

to do yoga 6 She might/may not be able to go to her yoga

class as she’s working late 7 Can/May ... borrow your yoga mat? 8 can/may open your eyes now 9 Can ... give you a lift to the gym? 10 can’t/mustn’t make any noise during meditation

Speaking & Writing


• Play the recording. Ss listen and identify themain idea in each paragraph and make notes.

• Ask Ss to use the main ideas to write a shortsummary of the text.

• Check Ss’ answers by asking various Ss aroundthe class to read out their summary.


The text is about a woman called Amy Logan whosuffers from insomnia. In order to treat her condition,she decides to visit a hypnotist. Amy discusses thehistory of hypnotism and its uses. She also describeshow hypnotherapy works. Although some people donot believe that hypnotherapy is effective, Amyreports that after only one session, she has been ableto sleep better at night.


• Read the rubric aloud and give Ss three minutesto write a few sentences.

• Ask various Ss around the class to read outtheir sentences.


I would like to try hypnotherapy because I would beinterested to know if it would work on me. I haveheard that it can help people to overcome theirfears, and I wonder if it would help me to deal withmy fear of heights. Also, I would be interested infinding out what it feels like to be under hypnosis. Ithink it would be quite a relaxing experience.

Vocabulary

1 To introduce new vocabulary and talkabout your lifestyle

• Read out the list of physical activities andexplain/ elicit any unknown ones.

• Elicit answers to the questions in the rubricfrom Ss around the class.


I play football every week. I also take my dog for awalk every day. Sometimes, I go swimming orcycling with my friends, but not very often.

Health crazesb3


Reading

2 To predict the content of the text andlisten and read for gist

• Ask Ss to read the headings and look at thepictures and guess what each health crazeinvolves.

• Play the recording for Ss to listen and read thetext and find out.


A A kind of oxygen therapy B Using fish to clean your feet C Hanging upside-down D Running with dogs


• Ask Ss to read the questions 1-8 and then readthe text again and choose the correct personfor each one.

• Check Ss’ answers. Ask Ss to justify theiranswers. Then, ask Ss to think of an alternativeheading for each text.

Answer Key

1 D 3 C 5 A 7 C 2 B 4 A 6 A 8 B


A A load of hot air C Up in the air! B Fishy feet! D Canine cross-

country



flick through (phr v): to leaf through the pages of abook/magazine

catch your eye (phr): to draw your attention oxygenated (adj): full of oxygen tube (n): long thin hollow plastic cylinder for

moving or containing liquids or gases nostril (n): the openings in the nose through which

air moves dip (v): to put sth into liquid briefly gentle (adj): calm and soft tickle (v): to touch lightly so it feels strange and

makes you laugh laugh out loud (phr): to burst into laughter

suddenly and loudly silk hammock (n): a bed made of a long piece of

soft cloth (made by silkworms) which you tiebetween two poles so that it swings

suspended (adj): hanging in the air poses (n): positions spin (v): to turn round and round hug (v): to put your arms around sb

swing (v): to move back and forth or sideways throughthe air

harness (n): a piece of equipment with straps andbelts to control or support sb/sth

at top speed (phr): as fast as sth can go out of breath (phr): breathing hard and fast after

exercising


• Explain the task and go through the list ofwords in the rubric. Give Ss time to matchthem to the words in bold in the text.


Answer Key

hot air = with no real meaning plunging = pushing quickly in nibble = eat by biting small pieces swarmed = moved in a large group suspended = hanging hilarious = extremely funny no walk in the park = not easy



Answer Key

1 boost 4 breath 7 swinging 2 nibbling 5 suspended 8 plunged 3 swarm 6 picked up

Grammar

6 To practise/revise past modals

• Write on the board: This ring must be expensive. The ring she bought must have cost a lost. Elicit which modal form refers to the past (must

have cost). Elicit/Explain that we form pastmodals using the modals (must, can’t, couldn’t,should, may) + perfect infinitive without to.



Answer Key

1 should have started training 2 could have hit him 3 may have broken 4 can’t have gone 5 must have passed her 6 can’t/couldn’t have lied

50


51

Speaking & Writing


• Give Ss time to go through the text, then telltheir partner what each activity involves.

• Ask some Ss to tell the class.


A is about breathing in scented oxygen to boostyour energy.

B is about using a swarm of small fish to removedead skin from your feet.

C is about doing yoga while suspended from theceiling in a silk hammock.

D is about taking part in an activity that involvesgetting pulled by your dog.

8 To express a personal opinion on a topic

• Read the rubric aloud and give Ss three minutesto write a few sentences in answer to thequestions.

• Ss then read their sentences to their partners. • Ask various Ss to read their sentences to the class.


I would most like to try an oxygen bar because Iwould like to find out if it can really boost yourenergy. Also, it seems like a unique experience thatcould help me to relax. I am least interested in CaniXracing as it sounds exhausting and I don’t think Iwould be able to manage it!

1 To read for gist

• Read the rubric aloud and ask Ss to read thetitle and the subheadings and guess theanswers to the questions.

• Give Ss’ time to read the text to find out.


It’s a natural spa. Visitors can see falls, have asulphur bath, see mud erupting from a volcano, seea geothermal pool and visit a lake.

2 To read for main ideas

• Ask Ss to read the text again and match theheadings 1-8 with the paragraphs A-G. There isone extra heading.

• Ask Ss to compare their answers with theirpartners.


A 4 C 8 E 3 G 6 B 5 D 2 F 1



volcanic activity (n): movement of hot lava, gasand water upwards from under the ground

steam (n): water vapour roar (v): to make a loud noise sizzling (adj): making hissing sounds because of heat geothermal (adj): relating to the heat inside the Earth cleanse (v): to make sth clean acid (n): a liquid substance which can react chemically

with/dissolve other materials erupt (v): to explode (of a volcano) vent (n): a hole at the top of a volcano dip (v): to put sth into water briefly reserve (n): a protected natural area

3 a) To consolidate new vocabulary

• Explain the task and give Ss time to completeit using the words in the list.


Answer Key

1 volcanic 3 cleanse 5 skin 2 bubbling 4 strong 6 health

b) To consolidate new vocabulary

• Give Ss some time to use the phrases fromEx. 3a to make sentences based on the text.



1 There is a lot of volcanic activity in parts of NewZealand.

2 The pool of bubbling mud gave off an awful smell. 3 The Maori believed the waterfall had the ability

to cleanse wounds. 4 That pool is full of strong acid; be careful! 5 People with skin diseases have been helped by

this water. 6 There is a famous health spa in Rotorua.

4 To give an imaginary tour of a place

• Play the recording. Ss listen and follow the textin their books and make notes.

• Ss then work in pairs and take turns to give animaginary tour of the place using their notes.

• Monitor the activity around the class and thenask some Ss to give their tour to the class.


First stop is the Kakahi Falls, the largest geothermalwaterfall in the Southern Hemisphere. The temperatureof the waterfalls is 40°C. Maori Warriors once came tothe falls to cleanse their wounds after battles.

The next stop is the Sulphur Bath. This mud pool is

Culture Cornerc3


52

not used for bathing because it contains strong acidthat harms the skin.

This is the Mud Volcano. It is two metres tall and iterupts every six weeks, usually at night.

Now here we are at the hottest part of the tour.This lake has water temperatures up to 122°C. Andhere are the cooking pods. They got their namebecause the Maori used to use them to cook food.Please be careful; the water is very hot!

Now, this is Medicine Lake. Its green water has beenused to treat aches, pains and skin diseases foryears. Swimming in the lake is not allowed. The mudfrom the lake is found in many beauty products soldin shops here at the reserve.

Thank you for visiting and I hope you enjoyed thetour. Be sure to visit one of the health spas beforeleaving and enjoy a traditional thermal mud bath.

5 To give a presentation on a popularplace of natural beauty




The Dead Sea Throughout history the Dead Sea has been visited by

people in search of relaxation and to heal variousdiseases. It borders the countries of Jordan, Israel andthe West Bank. Surrounded by a dramatic landscapeof mountains and white salt-lined shores, the sea isthe lowest point on the face of the Earth at 400metres below sea level. Due to the very highconcentration of salt in the sea, very few sea animalsor plants can survive in its water and this is why it hasthe name the Dead Sea. Visitors come to relax in thewater which is rich in minerals. They can float in thewater because of the high salt concentration. The seais a natural spa that is believed to help cure skindiseases and arthritis.

1 a) To present situational language

• Play the recording with pauses for Ss tolisten and repeat chorally and/orindividually.


b) To elicit the function of sentencestaken from a dialogue

Explain the task and give Ss time to complete itin closed pairs. Check Ss’ answers.

Answer Key

Ask for information: What’s the matter?, When didit come on?

Describe a health problem: I feel terrible actually. Give advice: If I were you, I’d take a strong painkiller. Express sympathy: Oh dear, that sounds awful,

Hopefully that will make you feel better.

2 To listen and read for specific information

• Play the recording. Ss listen and follow thedialogue in their books and find the answers tothe questions.


Answer Key

Melissa has a splitting headache and feels nauseous.She may have a migraine. Dave suggests she take astrong painkiller and go lie down in a dark room.

Intonation

3 a) To present/practise intonationwhen expressing sympathy

• Play the recording with pauses for Ss tolisten and repeat chorally and/or individually.


b) To practise role playing

• Explain the situation and go through thehealth problems in the box and explain/elicitwhat they are.

• Read out the example exchange and thenask Ss to work in pairs and act out similarexchanges using the prompts.


• Pay attention to Ss’ intonation.


A: I’ve got a splitting headache. B: Oh, no! You poor thing!

A: I’ve got itchy skin. B: I’m sorry to hear that.

A: I’ve got the flu. B: That must be awful.

A: I’ve got runny eyes. B: Oh dear, that sounds terrible.

Everyday Englishd3


53

A: I’ve got a bad cough. B: Oh, no! You poor thing!

A: I’ve got hay fever. B: I’m sorry to hear that.

A: I’ve got a chest infection. B: That must be awful.

Speaking

4 To role play a dialogue discussingsymptoms and remedies

• Explain the situation and ask Ss to work in pairsand act out a dialogue using the diagram as aguide.



A: Are you alright, Tim? B: Not really, I feel terrible. A: What’s the matter? B: I’ve got a painful bloated stomach. A: I’m really sorry to hear that. When did it come on? B: Well, about an hour ago. A: It sounds like you could have indigestion. B: You might be right. A: If I were you, I’d take an antacid tablet.

Hopefully that will make you feel better. B: Yes, I think I’ll do that. Thanks a lot. A: You’re welcome. Get well soon!



Read the rubric aloud and ask various Ss aroundthe class to answer the questions.


I laugh quite often. I help my brother with his homework and I help my

mum around the house. I never meditate. I try to stop to admire a beautiful sunset whenever I

can.

b) To talk about what makes you happy

Ask Ss to discuss the question in pairs and thenask some pairs to tell the class.


Hanging out with my friends makes me happy.Getting good grades at school makes me happy.

Spending time with my family makes me happy.


• Ask Ss to read the title, the quote and the firstsentence in each paragraph in the text andguess what the text is about.

• Play the recording. Ss listen and read the textto find out.


I expect to read about laughter yoga and how thatmakes people feel happy.


• Ask Ss to read the questions 1-6 and the possibleanswers.

• Then give Ss time to read the text again andchoose the correct answers.

• Check Ss’ answers and ask them to justify theirchoices.

Answer Key

1 4 (lines 6-7) 4 3 (lines 44-48) 2 3 (lines 9-12) 5 3 (lines 55-56) 3 1 (line 25) 6 1 (lines 65-66)



community centre (phr): a place where people who livein an area can meet and play sports, take courses, etc

giggle (v): to laugh in a childlike way relieve (v): to ease (pain, worry, etc) sceptical (adj): doubtful about sth circulation (n): the process of blood flowing around

the body tone muscles (phr): to exercise the muscles and

improve their appearance respiratory system (phr): the organs and parts in

the body which enable us to breathe hormone (n): chemicals in the body relating to moods chant (v): to repeat the same words over and over

again chuckle (v): to laugh quietly roar (v): to make a loud noise refreshed (adj): more energetic (than before) weight lifted from one’s shoulders (phr): to feel

relieved after a problem is taken care of meditation (n): the act of concentrating hard on

relaxing and emptying your mind puddle (n): a small pool of liquid on the ground


• Give Ss time to match the words in bold to themeanings in the list using their dictionaries tohelp them if necessary.


Emotional healthe3


54

Answer Key

diverse = varied wandering = walking around without purpose took off = became successful let off steam = calm down snigger = laugh quietly contagious = infectious clutter = confusion




Answer Key

1 ridiculous 4 clapped 7 focus 2 relieve 5 Roars 8 progressed 3 sceptical 6 lifted

6 To present and practise newvocabulary

• Direct Ss’ attention to the words in bold in thesentences and give them time to complete thetask.

• Ask Ss to check their answers by looking up thewords in their dictionaries. Check Ss’ answersaround the class.

Answer Key

1 laugh 2 burst 3 grinned 4 sneering

Speaking & Writing


• Ask Ss to look through the text again to answerthe question in the rubric and tell their partner.

• Ask various Ss to tell the class.


Laughter yoga has helped the writer to relieve stress.By following the yoga instructor’s advice, the writerhas learnt to meditate and appreciate the simplethings in life. The writer advises people to look forsmall ways to bring happiness into their lives and thelives of those around them and to always be positive.

8 To express an opinion on a quotation

• Explain the task and give Ss time to write a fewsentences expressing their opinion.

• Then ask various Ss around the class to readtheir sentences to the class.


I think it is important to laugh every day because itmakes people feel good. I think laughter creates ageneral feeling of well-being. I also think peopleshould laugh and try to feel happy every day.

Vocabulary

1 To introduce the topic and keyvocabulary; to personalise the topic

Ask Ss to read the list of situations and talk withtheir partner about which ones they find stressful.


Having too much homework and sitting for examsalways make me feel stressed.

Having a family member with a medical problemwould make me feel stressed.

2 To read for gist

• Ask Ss how people can cope with stress. • Give Ss time to read the text and find out.


Someone could cope with stress by exercising on adaily basis.

3 To read for comprehension

• Read the Study Skills box aloud and explainthat this tip will help Ss to complete the tasksuccessfully.

• Ask Ss to read the headings 1-8 and then givethem time to read the text again and choosethe correct ones for each paragraph. Ask Ss totry to find synonymous words for the ones inthe headings.

• Check Ss’ answers around the class and ask themto provide reasons for their choices.

Answer Key

A 4 (runs to catch the bus, finishes at 4 pm, twohours homework, Spanish classes, musiclessons)

B 7 (33% of teenagers feel stress on a daily basis,67% feel stressed out at least once a week,78% said, etc)

C 5 (can be caused by, can affect, body produceshormones)

D 3 (adverse effect, feeling tired and weakened,cause health problems such as acne, highblood pressure, depression)

E 8 (difference between stress and pressure,pressure is a good thing, when people arestressed they perform worse)

F 6 (heart increases blood flow and pumps moreoxygen around, reducing levels of cortisol,releasing adrenaline and endorphins.)

G 1 (Just ten minutes of moderate exercise isenough to improve your mood, 30 minutes aday, gain all the benefits of)

Mental healthf3


55



concentrate (v): to focus (on a) daily basis (phr): every day widespread (adj): in many places lessen its effects (phr): reduce the impact of sth on

sth else emotional pressure (phr): great worry tough situation (phr): difficult condition bullying (n): the act of hurting or frightening sb who

is less powerful function (v): to work alert (adj): quick to think and act in a situation;

watchful handle the situation (phr): to deal with sth metabolism (n): the chemical processes in the body

that convert food into energy and control growth heart rate (n): the speed at which the heart beats blood pressure (n): the pressure of the blood as it

flows around the body remain on alert (phr): to stay in the condition of

being ready to act adverse effect (phr): sth bad that happens as the

result of the action of one thing on another depression (n): a state of being very unhappy minimise (v): to make sth as small as possible moderate exercise (phr): a reasonable amount of

exercise pump (v): supply cortisol (n): a steroid hormone adrenaline (n): hormone secreted in response to stress endorphins (n): hormones that reduce pain contribute (v): to give sth to sth else cardiovascular (adj): relating to the heart and veins cope with (v): to be able to manage sth slouch (v): to sit in a lazy way


• Explain the task. Go through the list of wordsin the rubric then give Ss time to match themto the words in bold in the text.

• Tell Ss they may use their dictionaries ifnecessary.


Answer Key

concentrate = focus, main source = origin/cause,widespread = common, prevent = stop, attempting= try, alert = awake, adverse = unfavourable,minimise = reduce, moderate = reasonable amount,contributes = cause in part, coping = manage,slouching = sit in a lazy way


• Go through the list of words in the rubric andgive Ss time to use them to complete thesentences.

• Tell Ss they may use their dictionaries ifnecessary. Check Ss’ answers.

Answer Key

1 improve 4 weakened 7 contributes 2 basis 5 moderate 8 lessen 3 coping 6 concentrate



• Check Ss’ answers then give Ss time towrite sentences based on the text using thephrases.

Answer Key

1 tough 3 main 5 adverse 7 heart 2 aerobic 4 stress 6 health 8 nervous

b) To practise new vocabulary

• Give Ss time to use the phrases to makesentences.

• Ask Ss to read out their sentences.


1 When placed in a tough situation, we often feelstressed out.

2 The best way to reduce stress is through aerobicexercise.

3 Body image is the main source of teenagers’anxiety.

4 Regular exercise helps to minimise stress levels. 5 Too much stress can have an adverse effect on

the body. 6 Acne is a common health problem caused by

stress. 7 An increased heart rate is a sign of stress. 8 Stressful situations trigger the body’s nervous

system.

Grammar

6 To present/practise/expressionssynonymous to modal verbs

• Read the examples aloud and refer Ss to theGrammar Reference section for more information.

• Ask Ss to underline the modal verbs insentences 1-6, then use the phrases in the tableto rewrite the sentences.

• Give Ss time to complete the task and thencheck Ss’ answers.


56


2 Why don’t we go for a walk and get some fresh air? 3 Exercise is supposed to reduce stress. 4 You are to be at the doctor’s at 2 o’clock. 5 Hospitals are bound to become more high-tech in

the future. 6 Gary had better do more exercise if he wants to

lose weight.

Speaking & Writing

7 a) To check understanding of a text

• Ask Ss to copy the table into theirnotebooks, then play the recording. Ss writenotes to complete the table.

• Ask various Ss around the class to use theirnotes in the table to tell the rest of theclass what they already knew and whatthey learnt in this lesson.


b) To develop critical thinking skills

• Read the rubric aloud and give Ss some timeto consider the questions and write a fewsentences.



I think studying and exams are causes of stress forpeople my age. I also think peer pressure to fit in is alarge cause of stress for teenagers. For older people,different things such as jobs and paying bills are themain causes of stress. I think a good way to dealwith stress is talking to your friends and familyabout your problems and exercising regularly.

8 To give a presentation on dealing withstress/To develop research skills

• Explain the task and give Ss time to look uprelevant information on the Internet andprepare a presentation.

• Ask various Ss around the class to present theirfindings to their partner or the rest of the class.

• Alternatively, assign the task as HW and ask Ssto give their presentations in the next lesson.


One of the most important ways to keep stress lowis to know what causes your stress and be preparedwhen faced with it. Learn to say ‘no’ to others whoare pressuring you or causing you stress. Also, try totalk to someone who listens. Going for a walk innatural surroundings or listening to uplifting musiccan help stimulate your senses and reduce thefeeling of stress. Another good idea to reduce stressis to do your favourite hobby or sport as a way toescape from whatever is stressing you out and relax.

1 To analyse a rubric & interpret visualprompts


• Then direct Ss’ attention to the pictures andelicit what each one shows.


Key words: classmate, tips for avoiding exam stress,how important each is, which two tips are the mosthelpful

1 Going running/jogging (exercise helps to reducestress)

2 Dancing (helps to unwind/relax) 3 Studying alone late at night (helps to concentrate/

more tiring) 4 Studying with a friend (makes studying more

enjoyable) 5 Eating healthy food (boosts energy and improves

concentration) 6 Making a study plan (makes studying more

manageable) 7 Yoga/Meditating (helps to unwind/relax)

2 a) To evaluate speakers’ performance/participation in dialogue form

• Play the recording. Ss listen and assess thespeakers against the points in the rubric.



Pair 2 takes turns and gives reasons for their opinions.

b) To listen for discourse analysis

• Play the recording again with pauses ifnecessary. Ask Ss to analyse the speaker’sdiscourse and identify the language theyuse to structure their discourse.


What I already know What I learnt

school is stressfulfor teenagers

a little stress isgood for you

exercise reducesstress

hormones releasedduring exercisemake us feel good

stress hormonesspeed up themetabolism

high stress canlead to depression

30 minutesexercise a daygives benefits

Skillsg3


57


give opinions: I think (that) ..., In my opinion, maybe..., To me ...,

invite their partner to speak: What do you think?Would/Do you agree? What about ...?

agree: I think that ... too, I see what you mean,definitely, maybe you’re right, I (totally) agree, Yes Ido [agree].

disagree: I don’t completely agree with you. recommend: I would recommend

3 To make choices, give reasons andrecommend

• Give Ss time to complete the task in pairs usingthe language presented in Ex. 2.

• Monitor the activity around the class and thenask some pairs to report back to the class.


A: I think our classmate should maintain a healthylifestyle. She should eat healthy foods and alsoexercise regularly. This boosts energy andimproves concentration. What do you think?

B: Yes, I totally agree. Also, she should make astudy plan because it will make her workloadmuch more manageable.

A: I see what you mean, but I don’t completelyagree with you. A study plan might stress herout more if she fails to reach her personal goals.

B: Maybe you’re right. What about going dancing?Do you think that’s a good idea?

A: While it is good to be able to take time out andrelax, I wouldn’t recommend staying out late atnight. This would just make her more tired andstressed. Instead, maybe it would be a good ideato try meditation to unwind, or just study with afriend to make it more enjoyable. Do you agree?

B: Yes I do. However, it might not be a good idea toalways study with a friend as she might getdistracted. I think studying alone is moreproductive. What do you think?

A: I agree. So which two tips do you think will helpthe most?

B: To me, the most important thing is to exerciseregularly to boost your energy.

A: I agree. Also, I think that occasionally studyingwith a friend can make the experience far moreenjoyable and therefore less stressful. Would youagree?

B: Yes, definitely.


• Explain the task and ask Ss to read thestatements 1-6.

• Play the recording. Ss listen and complete thetask.

• Check Ss’ answers. You can play the recordingagain with pauses for Ss to check their answers.

Answer Key

A 2 B 4 C 1 D 3 E 5


Elicit a variety of answers from Ss around theclass.


I feel angry when I have to wait in long queues atthe supermarket, or when my parents don’t allowme to stay out late. I also get angry when people lieto me.

b) To talk about personal experiences

• Read the rubric aloud and ask Ss to read theexample.

• Ss then talk in pairs. • Monitor the activity around the class and

then ask some pairs to report back to theclass.


The last time I got angry was two weeks ago whenmy brother accused me of taking his football. I feltoutraged because I hadn’t even touched hisfootball! After a brief argument, we both eventuallycalmed down. Moments later, we found the footballunder his bed!

2 To read for gist

• Give Ss time to read the text and find outabout ways to deal with anger.



We can deal with our anger by taking a step backfrom the situation and talking about it calmly,without raising our voices.

3 To understand context and fill the gaps

• Ask Ss to read the text again and complete thetask.


Answer Key

1 us 4 firstly 7 are getting 2 released 5 losing 8 calming 3 helps 6 manage 9 Don’t let


Curricular: PSHEh3


58


physical (adj): relating to the body adrenaline (n): a hormone human race (phr): people as a species adapt (v): to change to fit with different

circumstances evolve (v): to develop slowly over many

years/generations verbal abuse (phr): shouting and saying bad things

to sb physical aggression (phr): being violent mental health (phr): the condition of the mind that

shows whether sb is feeling happy, able to work, etc blood pressure (phr): the pressure of the blood as it

flows around the body insomnia (n): the inability to sleep depression (n): the state of feeling very unhappy

and pessimistic heart attack (phr): when the heart does not get

enough blood and stops beating merely (adv): only ticking time bomb (idm): a bad situation waiting to

happen vital (adj): very important release (v): to let go unwind (v): to relax and let go off worries/tension channel (v): to divert


• Explain the task. Give Ss time to completethe task.

• Check Ss’ answers around the class. Thengive Ss time to use the phrases to makesentences based on the text.

Answer Key

1 feelings 4 mental 7 ticking 2 brisk 5 pressure 8 deep 3 aggression 6 abuse 9 release


• Give Ss time to use the phrases to makesentences.

• Ask Ss to read out their sentences.


1 Anger is a combination of physical and emotionalfeelings.

2 Taking a brisk walk can help you to calm down. 3 Sometimes, anger can lead to physical aggression. 4 Uncontrolled anger has a negative impact on our

mental health. 5 When anger is improperly managed, it can result

in high blood pressure. 6 It is common to express anger through verbal

abuse. 7 Holding back anger creates a ticking time bomb

which could explode at any minute.

8 Meditation and deep breathing can help aperson to relax.

9 When we exercise, our bodies release endorphinswhich make us feel better.


• Play the recording. Ss listen and read the textagain.

• Ss talk in pairs about which of these ideas theyhave tried and whether they worked andwhich they will try.

• Ask various Ss around the class to share theiranswers with the rest of the class.


I have tried going for a walk after a heated argument.This helped me to calm down. Afterwards, I was ableto discuss the situation without getting upset orangry. In the future, I will try playing sports in orderto channel my energy into something more positive.

6 To develop research skills; To give apresentation on anger management tips




You can manage your anger by recognising thetimes of the day when you are most irritable andthen avoiding emotional discussions at these times.

When you finally confront the person who hasmade you angry, try to listen to their side of thestory. Always think before you speak and avoidsaying things that you will regret later. Also, avoidaccusing the other person (You did/said this …) andinstead, focus on your own feelings and possiblesolutions to the problem.


• Ask Ss to read the rubric and underline the keywords, then give them time to answer thequestions.



Key words: local sports centre, improvements tomake it popular with young people, manager askedyou, write a report making suggestions, décor &facilities, range of activities, publicity

Writingi3


1 Ways to improve the sport centre to make itmore popular with young people.

2 The manager of the sports centre. 3 Décor and facilities, range of activities, publicity 4 Formal style

2 a) To analyse the structure of a modelreport

• Ask Ss to read the model and fill the gaps 1-5 with the headings A-E.


Answer Key

1 D 2 A 3 C 4 E 5 B

b) To analyse the content of a modelreport

• Ask Ss to read the model report again andfind the sections where each of the items inthe rubric is included.


Answer Key

make suggestions/recommendations: paragraphs2, 3 & 4 (Décor & Facilities, Range of Activities andPublicity)

state the purpose of the report: 1 (Introduction) summarise the main points: 5 (Conclusion) offer a personal opinion: 5 (Conclusion)

3 To identify formal language

• Explain the task and ask Ss to copy the table intotheir notebooks and give Ss time to complete it.



4 To practise linkers

• Direct Ss’ attention to the linkers in bold in themodel and give them time to replace themwith the ones in the rubric.



Firstly = To begin with in particular = especially Although = Even though Furthermore = In addition For this reason = Therefore All in all = to conclude

5 To practise formal language

• Ask Ss to read the paragraphs A & B and thewords/phrases in bold and in the lists andreplace them accordingly.


Answer Key

A 1 The aim of 2 attract B 1 To sum up 3 I strongly believe 2 of great benefit to 4 popular

6 To expand prompts into full sentences


• Elicit answers from various Ss around the classand then elicit which heading they match.


1 At present, the shop sells only traditionalstationary. – Heading: A

2 It would be a good idea to offer items that havebeen designed for younger people such asposters, stickers and modern school bags. –Heading: C

3 This would undoubtedly attract youngercustomers. – Heading: B


• Ask Ss to read the rubric and then give themtime to answers the questions.



The report will be from me (a volunteer), to thedirector of the children’s hospital. Its purpose is tosuggest improvements that would make the hospitala more pleasant place for children. I will write myreport in a formal style.

Informal style Formal style

I’m writing this report totell you what I think

The aim of this reportis to suggest

... need to be moremodern

are in need of beingupdated

... is not used enough is underused

Not many people knowabout the centre.

The centre is not verywell-known in thecommunity.

... they aren’t things thatyoung people like thatmuch

they are not appealingenough to youngpeople

... a cheap way of getting

...an inexpensive way ofattracting

... would make moreyoung people use thecentre

would certainlyattract more youngpeople to the centre

59


60

8 a) To match points to headings

• Ask Ss to read the points A-D and thenmatch them to the headings.


Answer Key

A Facilities/Resources C Facilities/Resources B General Environment D Staff

b) To match suggestions to points

• Ask Ss to read the suggestions 1-4 and thenmatch them to the points A-D in Ex. 8a.


Answer Key

1 B 2 A 3 C 4 D

c) To write prompts into full sentencesusing appropriate language

• Explain the task, read out the example andgo through the useful language in the box.

• Give Ss time to complete the task and thencheck Ss’ answers by asking various Ss aroundthe class to read their sentences aloud.


Staff Although the nurses in the hospital are both friendly

and hardworking, there are often not enough on duty.One suggestion would be to employ more nurses. If wewere to do this, children would get better care.

Facilities/Resources The hospital currently has limited outdoor space for

children to play. I would suggest that an indoorplayroom be made. By doing this, children have moreplay space available to them. In addition, as there isa lack of toys and books, I strongly recommend thatwe ask for donations of toys and books from thelocal community for the children’s entertainment.

General Environment The general décor of the hospital is not attractive to

children. Therefore, it would be a good idea to paintrooms in bright colours and decorate them withposters for children. Doing this would create a moreappealing environment for children.

9 To write a report

• Refer Ss to Writing Bank 3 for details andpractice.

• Give Ss time to write their report using theiranswers from Ex. 8 and the plan, then check Ss’answers.



Introduction This report aims to suggest ways of improving the

hospital in order to make it a more pleasant placefor children.

General Environment The hospital décor is not attractive to children. I

recommend we paint the rooms in bright coloursand decorate them with posters. This would create amore appealing environment for children.

Facilities/Resources The hospital currently has limited outdoor space for

children to play. I would suggest that an indoorplayroom be made. This way, children will havemore play space available to them. In addition, asthere is a general lack of toys and books, I stronglyrecommend that we ask for donations of toys andbooks from the local community for the children’sentertainment.

Staff Although the nurses in the hospital are both friendly

and hard-working, there are often not enough onduty. One suggestion would be to employ morenurses. If we were to do this, children would getbetter care.

Conclusion In summary, I feel that improved décor, additional

facilities and resources and more staff would greatlyimprove the hospital. I strongly believe that weshould try to do as much as we can to make thechildren’s time here as pleasant as possible andimprove the standard of care.

Reading

1 a) To predict the content of the textand read for gist

• Ask Ss to read the title and the introductionin the text and elicit Ss’ guesses as to whatthey think the text is about.

• Give Ss time to read the whole text andfind out.


I think the text is about a new way of exercisingcalled Chaos Training.

b) To read for specific information


• Give Ss time to read the text again andcomplete the task.

• Check Ss’ answers and ask them to givejustifications.

3Skills


61

Answer Key

1 2 (peek through the door of a Chaos Trainingclass)

2 3 3 1 (It doesn’t matter how they do it because it

all works their bodies and minds.) 4 2 (you might not expect to find ...) 5 2 (some get on each other’s shoulders ... make

a human ladder ... two rows of people ...) 6 1 (Workouts like these can be great confidence

builders.) 7 2 (It’s the kind of approach athletes use all the

time – testing different muscles and challengingreaction times.)

8 1 (I actually began to enjoy myself, maybe evenenough to go along to the next class!)

2 To complete a text and check for lexico-grammatical correctness

• Explain the task. • Give Ss time to complete it. • Check Ss’ answers around the class.


1 professionals 4 actually 2 prevention 5 excited 3 occasionally 6 unhealthy

Writing

3 To analyse a rubric and write a letter

• Explain the task. • Ss underline the key words. • Check Ss’ answers. • Ss complete the task.


Key words: letter, from, Danny, What sports, at yourschool, Which, your favourite, What, you prefer,team sports, individual sports, How, you keep fit

Dear Danny, Thanks for your news. I’m glad you asked me about

sport because I love anything to do with physicalexercise.

We play football, basketball and hockey at myschool. We have P.E. twice a week and I play on thebasketball team which is, of course, my favouritesport. I love team sports. I really look forward toplaying with the team or just with my friends on thecourt. I believe that winning a match is not justabout you as an individual, but on team co-operation. All the training I do for the school teamkeeps me fit, but I sometimes go jogging in the parkwhen I’ve got some free time.

Got to go now! Regards, Igor

Speaking

4 To prepare for answering a telephonesurvey

• Ask Ss to read the Study Skills box. • Give Ss time to do the task. • Check Ss’ answers.


1 f 2 d 3 b 4 c 5 e 6 a

5 To practise answering questions

• Explain the task. • Ss complete the task in closed pairs. • Check Ss’ answers.


Electronic assistant: How old are you? Student: I’m fourteen years old. Electronic assistant: How often do you exercise? Student: I try to exercise every day but sometimes I

am too busy, so I don’t have time. I have basketballpractice three times a week, and I try to go runningin the park on the other days.

Electronic assistant: What kind of sport is mostpopular with young people in your region?

Student: Football is definitely the most popular sportwith boys. Girls usually prefer volleyball or tennis.

Electronic assistant: What fitness facilities areavailable in your area?

Student: We have a park where we can play footballor run or cycle. We’ve also got a lot of gyms. Thereare basketball courts at our school.

Electronic assistant: Why do you think it is importantto stay fit?

Student: I think it’s really important to stay fit becausewe have only got the one body, and it has to last forour whole lives. Also, a fit person has more energy, andusually feels happier and more self confident, too.

Electronic assistant: How would you advise a personwho wants to get fit?

Student: I would tell somebody who wants to getfit that the most important thing is to exercise andbe as active as possible all the time. Of course it’simportant to eat healthily, too.

Electronic assistant: That is the end of the survey.Thank you very much for your cooperation.

8 a) To speak for two minutes on thetopic of diets



Have you ever gone on a diet? I think most peoplehave, and I don’t think anybody enjoys it. Still, it isimportant sometimes.


There are a number of reasons why people go ondiets. The most common reason is to lose weight.Nowadays, it is easy for people to becomeoverweight because of our sedentary lifestyles. Beingoverweight unhealthy is considered unattractive,particularly because of the media showing very thincelebrities. So, people diet to lose weight, butsometimes they do it only to improve their health.

Personally, I have never dieted because I try to havea healthy lifestyle all the time. I eat nutritious foodand keep active, so I don’t usually put on extraweight. I do fairly well, but of course, sometimes Ieat too much chocolate or fast food.

Like most people, I think fast food is really tasty.But I also love healthy food. Since I enjoy lots ofkinds of food, I usually try to avoid junk food,because I know it is not good for me.

b) To listen and evaluate a student

• Explain the task. • Play the recording. • Elicit answers from Ss.

Listening & Reading

1 To introduce the topic throughpersonal questions

• Elicit answers from Ss around the class and askthem to justify their answers.

(Ss’ own answers)

2 To predict the content of a text; tolisten and read for gist

• Direct Ss to the title of the text and the photo.Then, elicit suggestions from Ss around the class.



Sports fans have a lot of opportunities to playsports in Moscow. There are a lot of sports facilities,sports festivals and competitions.



infrastructure (n): the basic structures (e.g. roads,buildings etc.) which together support an area

workout station (n): a machine which allows sb toexercise on it

renovate (v): (of buildings) to return to an originalstate or to improve

participant (n): sb who takes part in an event


• Give Ss time to read the headings 1-8 and thenread the text again to match the headings tothe paragraphs.


Answer Key

A 4 C 5 E 8 G 1 B 6 D 2 F 7

Speaking & Writing

4 To summarise a text; to consolidateinformation in a text

• Give Ss time to read the text again and preparethe summary of it.

• Invite various Ss to tell the summary of the textto the class.


Moscow is open to sports all-year-round. Many ofits parks and recreational areas are available all yearwith ice rinks in winter and football pitches insummer. Also, there are 6,000 sports centres aroundthe city. This allows thousands of amateur athletesto take part in numerous tournaments throughoutthe year – from running marathons to playingfootball. Festivals are also held every year in placeslike the Luzhniki Olympic complex where festivalgoers can enter football and tennis tournaments.Through the Labour and Defence programme peoplecan see extreme sports like BMX, skateboarding androller sports championships. People can also seeevents of national and international importancesuch as football, hockey and basketball matchesbecause lots of Russia’s leading clubs have theirheadquarters in Moscow. Moscow continues to holdhuge tournaments which have earned high praise.

5 To develop critical thinking andcreativity skills

• Ask Ss to work in groups and give them time toprepare their work.

• Invite various Ss to present their ideas to theclass.


Monday: Football tournament in the morning Hockey tournament in the afternoon Tuesday: ping pong tournament in the morning basketball tournament in the afternoon Wednesday: Tennis tournament in the morning volleyball tournament in the afternoon

3Moscow Culture

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Thursday: BMX tournament in the morning parkour tournament in the afternoon Friday: athletics tournament in the morning Prize giving ceremony in the afternoon

Prizes: tickets to your favourite Moscow sports event;sports equipment; cash

Reading & Listening

1 To introduce the topic & predict content

• Ss do the task. • Play the recording for Ss to check if their

answers were correct.


boost the immune system – garlic encourage stronger hair – stinging nettles soothe skin – St John’s wort kill germs – garlic, chamomile, stinging nettles stop bleeding – stinging nettles

2 To understand main ideas in a text



A 7 C 2 E 8 G 6 B 5 D 1 F 4



rich (adj): having a large and interesting variety ofsth

diversity (n): variety set up (phr v): to establish or create epidemic (n): an outbreak of an illness or disease miracle (n): an event which is amazing and often

difficult to explain ailments (pl n): illnesses immune system (n): the group of organs and processes

that protect the body from various illnesses andinfection

chopped (adj): cut into small pieces soak (v): to put sth in water for a period of time swear by (phr v): to believe in or have confidence in sth widely available (phr): easy to find or obtain healing properties (phr): having qualities that cure

or treat illnesses antiseptic (n): a substance that destroys germs and

bacteria

tar-like (adj): having similar qualities to tar ulcers (pl n): open sores in the skin or lining of the

stomach/intestine boil down (phr v): to heat an amount of sth until

most of its liquid has evaporated mouthwash (n): a liquid used to clean your mouth scalp (n): the skin on your head undoubted (adj): being true or certain vigorous (adj): strong and energetic pores (pl n): the tiny holes in your skin circulation (n): the movement of the blood through

the body

Speaking & Writing


• Ss prepare their answers. • Elicit answers from various Ss.


I haven’t tried all these cures, but I have tried some.I often gargle with chamomile when I have a sorethroat and it usually makes it better. I haven’t triedGorchichniki, but my father uses them a lot and hesays they work. My mother uses plenty of garlicwhen she cooks so we must eat a lot. I can’t saywhether it works, though – we still seem to getcolds every winter!

4 To expand on a topic

• Allow time for Ss to prepare their answers. • Invite various Ss to present their work.


Cabbage leaves are used for a variety of ailments inmy country. They can be used to make a drink forulcers, but you must drink it two or three times a dayfor at least a week for it to have any effect. If you arehaving trouble going to the toilet then raw cabbagecan help. It can be particularly useful for diabetics andit is often recommended for kidney stones.

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Art & Entertainment

In this module, Ss will explore the topics of festivals &events, festive activities, circus performers, clothes &accessories, parts of a camera, and the news & themedia.

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Lesson Objectives: To give an overview of the module, tointroduce key vocabulary, to listen for specific informationVocabulary: Festivals & events (novelty fashion show,traditional dance competition, competition for streetperformers, historical procession of boats, realisticcostumes & makeup, models & fashion designers, mimeartists, clothes & accessories made of chocolate, traditionaldances, decorated rowing boats, elaborate lion costumes,races)

68-69

Lesson Objectives: To listen and read for gist, to read forspecific information, to learn/revise the passive, to talkabout festival activities, to talk about a festival you wouldlike to attendVocabulary: Festive activities (sledging, ice fishing, carvestatues of ice, ice sculpting, build snow statues, tastedelicious local dishes, visit an open hot spa, watch parades,snow rafting, go on sleigh rides, participate incompetitions, attend outdoor, dance parties/live music, goice skating, have an outdoor banquet); Verbs (drill, cope,illuminate, thrill); Nouns (trout, sledging, venue, sculpture,sculptor, maze, festival-goer, snow rafting, sleigh ride,banquet, host); Adjectives (squirming, scattered,elaborate); Phrases (bare hands, keep a straight face, in fullswing)

70-71

Lesson Objectives: To read for gist, to read for cohesionand coherence, to learn/revise personal/impersonalpassive structures, to act out an interview, to give apresentation on a circus job, to analyse a mottoVocabulary: Circus performers (fire-eater, juggler, liontamer, magician, motorcycle stuntman, trapeze artist, stiltwalker, acrobat, sword swallower, ringmaster, tightropewalker, clown); Verbs (spin, twist, twirl, applaud); Nouns(trapeze artist, stardom, talent scout, willpower, awe,glitter, sacrifice, motto); Adjectives (fixated, head-hunted,faint-hearted, key, carefree); Phrases (defying gravity,master the stints, adrenaline rush, aches and pains)

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Lesson Objectives: To read for cohesion and coherenceto give a presentation on a famous sporting event inyour countryVocabulary: Verbs (soar, boost); Nouns (coverage, press);Adjectives (prestigious, notorious, stuffed); Phrases (atstake, strict dress code, comprising of, make a statement,cause quite a stir)

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Lesson Objectives: Buying a formal outfit, to learn theintonation of compliments, to act out a dialogueVocabulary: Dress (ballgown, suit); Accessories (jewellery,top hat, silver cufflinks); Footwear (high-heels, flip-flops)

74-75

Lesson Objectives: To read for gist, to read for cohesionand coherence, to learn/revise conditionals (types 0, 1, 2& 3), to describe an imaginary experienceVocabulary: Parts of a camera (zoom lens, control buttons,optical viewfinder, electronic flash, battery compartment,zoom, memory cart slot, LCD panel); Verbs (tile, plaster, shoot,expand); Phrasal verb (come across); Nouns (passer-by,designer boutique, caption, poverty, sanitation, break-dancing,canvas, funding); Adjectives (skeletal, poverty-stricken,breathtaking, enlarged, unexpected, unnoticed); Adverb(purposely); Phrases (serve a purpose, pick through rubbish)

76-77

Lesson Objectives: To listen and read for gist, to read forspecific information, to learn/revise mixed conditionals,to learn/revise talking about the unreal pastVocabulary: Verbs (cheer, embrace); Phrasal Verbs (setalight, steer away from); Nouns (trace, summer solstice);Adjectives (spare, free-spirited, conventional, rough,makeshift, dismantled); Adverb (reluctantly); Phrases(jump at the chance, go up in flames)

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Lesson Objectives: To talk about news & the media, tocompare photographs, to listen for specific informationVocabulary: The media (newspapers, magazines, TV, theInternet, radio); Sections in a newspaper (Health,Entertainment, Local News, Sport, World News, Politics,Education, Weather, Celebrity News & Gossip, Business &Finance)

Topic

Modular page

4a Winter Festivals

4b Life as a performer

4c Culture Corner

4d Everyday English

4e Helping people through art

4f Art festival

4g Skills

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Read the title of the module Art & Entertainmentand ask Ss to suggest what they think the modulewill be about (the module is about festivals &events, festive activities, how people entertainthemselves, etc.). Go through the objectives box tostimulate Ss’ interest in the module.

Vocabulary

1 To introduce new vocabulary

• Go through the pictures with Ss and ask themto match the descriptions in the rubric to them.


Answer Key

A is a traditional dance competition. B is a historical procession of boats. C is a novelty fashion show. D is a competition for street performers.

2 a) To present new vocabulary


• Pay attention to Ss’ intonation. • Elicit which of them Ss would expect to see

at each event A-D.


At the Lion Dance Championship, I would expect tosee traditional dances and elaborate lion costumes.

At the Venice Regatta, I would expect to see decoratedrowing boats and races.

At the Chocolate Fashion Show, I would expect tosee models and fashion designers, as well as clothesand accessories made of chocolate.

At the Living Statue World Championships, I wouldexpect to see realistic costumes and makeup andalso mime artists.

b) To listen for confirmation

Play the recording. Ss listen and check theiranswers to Ex. 2a.

3 To write about festivals

• Explain the task and read out the example. • Give Ss time to write similar sentences about

the remaining festivals using the promptsunder each picture and their answers to Ex. 2and then ask various Ss around the class toread out their sentences to the class.


The Venice Regatta is held every year in Italy. It is ahistorical procession of boats. Visitors can seedecorated rowing boats and races.

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Lesson Objectives: To listen and read for gist, to readfor specific information, to write about how holographycould change our livesVocabulary: Verbs (project, glimpse, malfunction); Nouns(laser projection, presidential election, coverage, newscorrespondent, catwalk, runway, touchpad, conference);Adjectives (life-like, sell-out); Phrases (go on tour, top thecharts)

80-81

Lesson Objectives: To analyse a model essay, tolearn/practise topic-related vocabulary, to practiserecommending, to write a review

82-84

Lesson Objectives: To read for specific information, tolisten for specific information, to practise word formation,to write an email reviewing a film

85

Lesson Objectives: To listen and read for gist, to readfor detailed understanding, to present an importantfestival in Moscow, to develop research skillsVocabulary: Verb (award); Nouns (light fixture, venue,quest, crew, foundation, nursing home)

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Lesson Objectives: To listen and read for gist, to readfor specific information, to read for specific information,to present information about a popular tourist attractionVocabulary: Phrasal Verbs (hang up, chill out, light up);Nouns (entrance fee, cloak room, expo centre, fossil,mammoth, slope, orchestra, volunteer, electric saw, chisel,masterpiece); Adjectives (astonishing, slippery); Phrases (wellworth)

4h Curricular: Design & Technology

4i Writing

Skills 4

Moscow Culture 4

Russia 4


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The Chocolate Fashion Show is held every year inNew York. There are models and fashion designersat this fashion show. Visitors can see clothes andaccessories made of chocolate.

The Living Statue Championships take place everyyear in the Netherlands. It is a competition for mimeartists and street performers. Visitors can seeperformers wearing realistic costumes and makeupand mime artists.

OVER TO YOU!

To express a preference for one of thefestivals presented and talk about a similarfestival in your country

Elicit answers to the question in the rubric fromvarious Ss around the class.


I would like to attend the Lion Dance Championshipbecause I think it would be very enjoyable and Iwould like to see elaborate lion costumes andtraditional dances.

The Henley Regatta is held every year in Henley-on-Thames, England. It is similar to the Venice Regattabecause they are both held every year and they bothhave races between rowing boats. However, therowing boats at Henley are not decorated as theyare in Venice.


1 To introduce key vocabulary

• Go through the list of phrases with Ss. Play therecording with pauses for Ss to listen andrepeat chorally and/or individually.

• Pay attention to Ss’ intonation then, explain/elicit the meanings of any unknown words.

2 To predict the content of a text andlisten and read for gist

• Ask Ss to read the introduction and look at thepictures. Elicit answers to the question in therubric from various Ss.



I think the Mountain Trout Ice Festival is a winterfestival where people fish through holes in the ice.The Fairbanks Ice Festival is probably an event whereartists make ice sculptures for people to go and see.The Sapporo Snow Festival looks like a winter eventsimilar to the one in Alaska, except here they makesculptures from snow. The Quebec Winter Carnivallooks like it has horse races in the snow.

3 To listen and read for specificinformation

• Ask Ss to read the questions 1-6 and then givethem time to read the text again and answerthem.

• Check Ss’ answers. Ss should justify their answers.

Answer Key

1 C (When I arrived, the festival was already infull swing.)

2 B (The festival is a month-long event) 3 D (My favourite festival experience was sitting

in a hot tub out in the open, among snow-covered pine trees, under a starry night sky.)

4 A (It’s hilarious! No one watching can keep astraight face.)

5 D (The mood is so friendly and the locals arethe perfect hosts.)

6 C (I’d heard from friends that it was one ofJapan’s most popular festivals so I decided totake a look.)



trout (n): a type of fish sledging (n): moving across snow on a wooden

object with a low frame and narrow strips of woodinstead of wheels called a sledge

drill (v): to use a toll/machine for making holes(also called a drill)

bare hands (phr): to use your hands without anygloves or other protection

keep a straight face (phr): be serious and not laugh squirming (adj): wriggling about; twisting situated (pp): found in a place

Winter Festivalsa

Malaysia is a federal constitutional monarchy inSoutheast Asia. Its capital city is Kuala Lumpur. Itsofficial language is Malaysian.Italy is a country in south-central Europe. Its capitalcity is Rome. Its official language is Italian.New York is a state in the northeast of the US. Itscapital city is Albany and its largest city is NewYork City which is the most populous city in the US.The Netherlands is a constituent country of theKingdom of the Netherlands. It is located inNorthwest Europe with some islands in theCaribbean. Its capital city is Amsterdam and itsofficial language is Dutch.



67

venue (n): the place where an event is held cope (v): to handle a situation in full swing (phr): an event that has already been

happening for a period of time and there is a lot ofactivity

elaborate (adj): highly decorative sculpture (n): a statue or object carved from sth sculptor (n): sb who creates sculptures illuminate (v): to light sth up maze (n): a complicated system of paths or passages thrill (v): to excite festival-goer (n): sb who goes to a festival snow rafting (n): travelling over snow on an inflatable

boat called a raft sleigh ride (n): travelling in a vehicle pulled by a horse

over the snow banquet (n): a huge feast host (n): sb who has guests hot tub (n): a large heated bath, usu outdoors




Answer Key

released = set free elaborate = complicated grab = catch banquets = formal dinners squirming = twisting put on = held scattered = spread about spa = bath incredible = amazing


Explain the task and give Ss time to complete itthen check Ss’ answers.

Answer Key

1 attraction 3 bare 5 cope 2 released 4 situated 6 swing

Grammar

6 a) To present/revise the passive

• Write on the board. S V O Steve created a statue of ice. (Active agent) A statue of ice was created by Steve. Elicit how we form the passive (to be + past

participle of main verb) Explain that we use the passive to talk

about actions when the person who carriesout the action is unknown, unimportant orobvious from the context.

• Give Ss time to find all the passive verbsforms in the text and then elicit how weform the passive and when we use it.


Answer Key

A: are drilled, are released, is built, are put, are situated B: are taken C: is located, are illuminated D: are decorated/are put on


The passive is formed with ‘to be + past participle ofthe verb’. Also, the object of an active sentencebecomes the subject in a passive sentence, whereasthe subject of an active sentence becomes the objectin the passive sentence (or the object is omitted).

We use the passive form when we want to focus onthe object of the sentence or when the subject is notknown or obvious from the context.

b) To practise the passive

Give Ss time to complete the task and thencheck Ss’ answers.

Answer Key

1 Winterlude is celebrated every year in Ottawa. 2 Sleighs are rented by people to go along the canal./

Sleighs can be rented to go along the canal. 3 Amazing ice sculptures have been created. 4 Fireworks will be set off in the evening. 5 An outdoor venue concert can be attended this year. 6 The festival was held over the first three weeks

of February.

South Korea or the Republic of Korea is a state inthe southern part of the Korean Peninsula. Its capitalcity is Seoul and its official language is Korean.Alaska is a state in the northwest of the US. Itscapital city is Juneau and its largest city isAnchorage. It is the largest state in the US.Japan is an island nation in East Asia. Its capitalcity is Tokyo. It is a major economic power.Canada is a country in North America. Its capitalcity is Ottawa and its largest city is Toronto. Itsofficial languages are English and French.


San Fermin Festival or The Running of the Bulls isa festival held every July in Pamplona, in theregion of Navarra in Spain. The festival is inhonour of San Fermin, the patron saint of Navarra,and involves bulls running after people throughthe streets to the bull ring.



7 The festival should not be missed./It’s a festivalthat should not be missed.

8 It is said the parade will be attended by theMayor.

Speaking & Writing


• Ask Ss to list all the activities in the text. Elicitanswers and write them on the board. Ask Ss touse their lists to act out a live TV commentaryto their partner.

• Monitor the activity around the class and thenask some Ss to act out their live TV commentaryto the rest of the class.


Activities at each festival Mountain Trout Ice Festival: sledging, ice soccer,

ice fishing, bare hands fishing Fairbanks Ice Festival: ice art competition takes

place, sculptors create ice sculptures, visitors see thesculptures take shape

Sapporo Snow Festival: snow statues and icesculptures are created, the statues are illuminated atnight, music, ice maze, regional foods, ski jump,snowboarding

Quebec Winter Festival: snow rafting, horse-drawnsleigh rides, outdoor banquets, snow competitions,dancing, night parades, sit out in open in a hot tub


A: I’m here at the Mountain Trout Ice Festival inSouth Korea. There are over 40 different eventstaking place at the festival now. You can seepeople sledging or playing ice soccer, but themain attraction is the ice fishing. The mostentertaining event is the bare hands fishing. Asyou can see here, it can be hilarious!

B: The temperature is freezing here at the FairbanksIce Festival in Alaska. This annual event is wherethe world’s largest ice art competition takesplace. Hundreds of international sculptors havecome here to create incredible sculptures fromthe ice. Visitors can only admire as they see thesculptures take shape before their eyes.

C: It’s extremely busy here at the Sapporo SnowFestival in Japan. This annual festival attracts asmany as two million visitors to the area everyFebruary. Magnificent snow statues and icesculptures are created. Now that it’s night, thestatues are illuminated. There are other activitiessuch as live music, an ice maze and lots ofregional foods to try. There’s a ski jump, too,where people thrill the crowds with theirsnowboarding skills.

D: Every year, the Quebec Winter Carnival offers afamily-friendly atmosphere for winter festival-goers. There are all sorts of activities to do andsee from snow rafting, horse-drawn sleigh rides

and outdoor banquets to snow competitions,dancing, and night parades. Later on, I’m goingto enjoy sitting out in the open in a hot tub likethese people are doing under the snow-coveredpine trees.

8 To express a personal opinion

• Read the rubric aloud and then give Ss threeminutes to write a few sentences expressingtheir preference giving reasons.

• Ask various Ss around the class to share theiranswers with the rest of the class.


I’d most like to visit the Quebec Winter Carnival. It’sgot so many different events available and it’d beimpossible to get bored. If you’re tired with thesnow events, there are lots of relaxing activitiessuch as outdoor banquets or sitting out in the openin a hot tub. The fact that the locals are good,friendly hosts makes the festival more appealing.

Vocabulary

1 To introduce new vocabulary

• Play the recording. Ss listen and repeat chorallyand/or individually.

• Explain/Elicit the meanings of any unknownwords and then elicit which jobs can be seen inthe pictures,

Answer Key

A acrobats C fire-eater B tightrope walkers D trapeze artist/acrobat

2 To create a mental image and describeit

• Play the recording. Ask Ss to close their eyesand listen and imagine a scene based on themusic.

• Ask various Ss to describe where they are andwhat they can see/feel.


I am watching a circus performance in a huge circustent. I can see trapeze artists performing tricks inthe air and there’s a lion tamer in the ring in frontof me. There are also clowns and magiciansentertaining the crowds. I feel excited by all theactivity. I can’t wait to see all the performances.

Life as a performerb

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69

3 To read for gist

Give Ss time to listen to and read the text and findout about the life of a trapeze artist.


I think the life of a trapeze artist is usually quitethrilling. However, I imagine a trapeze artist has totravel a lot and practise all the time, so it must getquite tiring, too. Practise is very important for atrapeze artist, because they must be able to performtheir routines perfectly. It’s a dangerous job, but atrapeze artist probably doesn’t get scared easily.


• Ask Ss to read the statements (1-8) and thenlisten to and read the text again and completethe task.

• Ask Ss to justify their answers with evidencefrom the text.

Answer Key

1 1 3 3 5 2 7 1 2 3 4 2 6 1 8 2



trapeze artist (n): sb who performs tricks andspecial swinging movements using a short barhanging high up in the air from two ropes

fixated (pp): obsessed spin (v): to turn around 360 stardom (n): celebrity, fame head-hunted (pp): selected by a talent scout for a job talent scout (phr): someone who looks for people

who have the skills they want, especially inentertainment or sport

defying gravity (phr): staying in the air faint-hearted (adj): not confident, afraid of taking

risks twist (v): to turn repeatedly; to spin twirl (v): to do quick turns in a circle key (adj): important willpower (n): strength of will master the stunts (phr): become expert at special

tricks carefree (adj): easy-going applaud (v): to clap the hands together (as a sign

of appreciation of sth/sb) awe (n): wonder; amazement adrenaline rush (phr): a feeling of excitement that

makes the heart beat faster aches and pains (phr): discomfort in the bones and

muscles (from overwork) glitter (n): showy attractiveness

sacrifice (n): the act of giving up sth special forother people/ a purpose

motto (n): a phrase that expresses a belief


• Go through the list of words in the rubricand give Ss time to match them to thewords in bold in the text.



Answer Key

flipped = turned over twirl = spin defying = resisting intense = tough faint-hearted = not confident carefree = easy-going




Answer Key

1 fixated 3 key 5 awe 2 stardom 4 twist

Grammar

6 To present/revise personal/impersonalpassive structures

• Read the examples aloud and elicit how thetwo passive structures differ.



In the impersonal passive sentence, the subjectfollows the verb, and it has the structure ‘It + passiveverb (+ that) + subject + verb’. The impersonalpassive always starts with ‘it’ followed by thepassive form of verb of the main clause.

In the personal passive sentence ‘the stunt’ becomesthe subject of the sentence, and it has the form‘subject + passive verb + to-infinitive of the verb ofthe subordinate clause (in the appropriate tense).

7 To practise personal/impersonalpassive structures


Answer Key – see p. 74(T)

1 His show is expected to attract a large audience.(personal)

2 It is said that the magician’s act is the best atthe festival. (impersonal)


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3 It is believed that she is one of the world’s bestjugglers. (impersonal)

4 They are thought to win the championship again.(personal)

5 The fire-eater is reported to be amazing. (personal)

Speaking & Writing

8 To consolidate information in a text/Toprepare and act out an interview

• Elicit possible questions an interviewer couldask about and write them on the board. (Seequestions in the Suggested Answer Key)

• Ask Ss to work in pairs and take the roles ofChun Mee Sing and an interviewer and preparetheir interview.

• Ss then act out their interviews in pairs. • Monitor the activity around the class and then

ask some pairs to act out their interviews infront of the rest of the class.


A: Have you always dreamt of being in the circus? B: Yes. I first went to the circus when I was five

years old, and I wanted to become a trapezeartist ever since.

A: Did you have to train a lot to become a trapezeartist?

B: Yes, I trained hard from a young age to masterthe stunts and make them look effortless.

A: What is your favourite thing about being atrapeze artist?

B: I get a thrill from flying through the air, but Ilove to hear people applauding me and seeing theawe I inspire in them when they see me perform.That’s the best feeling.

A: Do you think anyone could do your kind of work? B: Not everyone would enjoy it. The hours are long

and you have to be prepared to travel constantlyand to suffer from aches and pains. If someone isprepared for all that, then the thrill of being atrapeze artist is unbeatable.

9 To develop research skills/To give apresentation on a circus job

• Refer Ss to the Internet and give them time tocollect information about a circus job.

• Ss present their information to the class. • Alternatively, assign the task as HW and ask Ss

to present their information in the next lesson.


Tightrope walking is a highly skilled circus act. Atightrope walker has to walk along a thin piece ofrope from one platform to another. It requires a lotof balance and concentration to make it all the wayto the end of the rope. The tightrope is usuallylocated high up, so there is a big fall to the ground if

the tightrope walker loses their balance. There isoften a net to catch anyone who might fall, butmany tightrope walkers prefer to perform without anet. It takes years of practice to master the art oftightrope walking. A good tightrope walker can alsoperform other tricks, such as juggling while walkingalong the thin wire.


• Explain the task and give Ss three minutes towrite down what they think the motto means.

• Ss tell their partners. Ask various Ss around theclass to read their sentences to the class.


‘The show must go on’ means that no matter whatmight have happened before, or might happen duringa public performance, the show must continue. Ithink people use this phrase because an audienceexpects to be entertained and it is important thatthey don’t leave disappointed.


• Direct Ss’ attention to the pictures and elicitSs’ guesses in answer to the questions in therubric.



From the pictures, I can see that Royal Ascot is ahorse racing event. It looks like people dress up infancy costumes and wear extravagant hats to theevent. I think most people go there to watch thehorse racing, but some people may just go to benoticed for what they are wearing.

2 To read for word formation


• Play the recording so that Ss can check theiranswers.

Answer Key

1 host 4 has attracted 7 is considered 2 attends 5 soars 8 are wearing 3 is known 6 is not 9 to follow


Culture Cornerc


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high society (phr): rich, wealthy and famous people hot spot (phr): a place famous or known for sth attend in person (phr): to go to an event yourself punter (n): a person who bets money, often at

horse-races starting gate (n): the machinery that releases a

racehorse onto the track prize money (n): money received by the winner at stake (phr): what can be won or lost soar (v): to go up very high boost (v): to improve or increase sth coverage (n): reporting of event press (n): the newspapers strict dress code (phr): rules which say exactly what

you must wear to get in somewhere morning coat (n): a very smart man’s jacket, long

behind and short in front latter (adj): the last or second of two things

mentioned earlier Her Majesty (phr): formal way of speaking to or

about the Queen conservative (adj): normal; not crazy or dramatic


• Go through the list of words in the rubric andgive Ss time to match them to words/phrases inthe text.


Answer Key

most impressive/admired = jewel in the crown at risk = at stake quickly increase = soar have to = are required peculiar = outrageous


Ask various Ss around the class to tell the classthree things they remember from the text.


Over 300,000 people have attended Royal Ascot.‘Ladies’ Day’ at Royal Ascot is when women wearformal dresses while all the men wear suits. Thewomen wear hats with outrageous designs.

5 To develop research skills/To give apresentation on a famous sporting event in Ss’country

• Explain the task and give Ss time to look up allthe necessary information on the Internet andwrite a short article. Then ask various Ss toread their letters to the class.

• Alternatively, assign the task as HW and ask Ssto read their letters in the next lesson.


Dear Jade, Great to hear from you! The rugby championship

sounds very exciting. Well done to your team forwinning the cup!

The most famous sports event in my country isprobably the Kontinental Hockey League, or KHL.The KHL is the Russian ice hockey championship. Icehockey is even more popular in Russia than football!

One of the biggest matches of the season is the All-Stars Match. This happens in the middle of theseason, in January or February. The match happensin a different Russian city each year, but is alwaysvery popular and watched on TV by millions. ThePresident of Russia usually attends and meets thewinners.

Write soon, Tanya

1 To generate vocabulary for clothes,accessories and footwear

• Ask Ss to write the headings into their notebooks. • Then set a one-minute time limit for Ss to think

of as many words as possible to go under eachheading.

• Ss check their answers with their partner.Check Ss’ answers on the board.


dress: ballgown, suit, trousers, shirt, tie, skirt, dinnerjacket, jumper, jeans, shorts, T-shirt

accessories: jewellery, top hat, silver cuff links, silktie, leather belt, pearl earrings

footwear: high heels, flip-flops, trainers, sandals,boots

2 To talk about clothes, accessories andfootwear

Elicit answers from various Ss around the class.


Events such as a wedding, a job interview or abusiness meeting require people to dress formally.

I recently went to a wedding. I wore a navy blue suitand a tie.




• Elicit what the dialogue may be about.

Everyday Englishd


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I think the dialogue is about buying formal clothingto wear for a special occasion.

b) To listen for confirmation

Play the recording. Ss listen and check.

4 To identify synonymous phrases in adialogue

• Read through the sentences and ask Ss toidentify the ones with a similar meaning in thedialogue.


Answer Key

I want you to help me choose something to wear. –I was hoping you could give me a hand picking anoutfit.

What do people have to wear? – What’s the dresscode?

It makes your eyes stand out. – It brings out youreyes.

These go really well with the dress. – They matchthe dress perfectly.

Intonation

5 To present/practise intonation incompliments



• Read out the example and then ask Ss to act outsimilar exchanges in pairs using the phrases.


A: You look fantastic in that! B: Really? I’ve had this dress for years.

A: That colour really suits you! B: Thanks. I wasn’t sure if red was my colour.

A: You look gorgeous today! B: Thanks! You look great as well!

A: That brings out the colour of your eyes! B: Do you think so? I’ll wear it more often, then!

A: I love your skirt! Is it new? B: Yes, it’s quite new. I bought it last month.

Speaking

6 To role play a dialogue buying a formaloutfit

• Ask Ss to work in pairs and act out a dialogueusing the sentences in Ex. 3a and the diagramas a guide.



A: What’s the special occasion we’re shopping for? B: We’ve got a school ball this Friday. I was hoping

you could help me choose an outfit. A: Of course! What’s the dress code? B: It’s strictly formal. I’ll need something elegant. A: How about a nice ballgown and high-heels? B: Yes, good idea. What about this one? A: That’s fantastic. Green really suits you. It brings

out your eyes. B: Yes, I love green, too, but it’s a bit short. A: You’re right. How about this one, then? It’s

similar, but it’s a bit longer. B: Oh, that’s lovely! I’ll go and try it on. ... What do you think? A: Wow! You look gorgeous! B: Thanks! I’ll get it. A: Don’t forget the shoes! These ones match the

dress perfectly. B: Oh, yes! They’re perfect. I’m all set for the ball now!



Give Ss time to complete the matching taskand then check Ss’ answers.


1 D 3 A 5 E 7 H 2 B 4 C 6 G 8 F

b) To describe the parts of a camera

Ask various Ss around the class to use the wordsin Ex. 1a to describe the parts of a camera.


The optical viewfinder is what you look through totake a picture with a camera. However, digitalcameras have LCD panels that can display what youare about to photograph. The electronic flash allowsyou to take photos in the dark and the zoom lenslets you move towards or away from the subject bysimply adjusting the zoom control. The memorycard slot holds the card on which all your picturesare stored and the power is supplied by batteriesstored in the battery compartment. The controlbuttons on the top of the camera are used to takethe photos and to turn the camera on and off.

Helping peoplethrough art

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2 a) To predict the topic of the text

Ask Ss to read the title and the first and lastparagraph in the text and guess what thearticle is about.


I think the article is about a photographer whotakes photos of the poorest areas in the world andthen he exhibits his work in public places, so thatpeople might become more aware of the sufferingpeople are going through.

b) To read for gist

Ss read through the text in their books andcheck if their guesses were correct.

3 a) To read for specific information

• Ask Ss to read the sentences (1-8) and thento read the text again and fit them in thecorrect gaps (headings).


Answer Key

A 3 C 1 E 4 G 2 B 6 D 8 F 7



passer-by (n): sb walking on the street bustle (v): to move quickly and busily emaciated (adj): very thin, so that the bones are

visible slum (n): an area of poor-quality housing at the

edge of a city deprived (adj): not having food, water, the basics of

a normal life poverty-stricken (adj): seriously affected by a lack

of money resident (n): sb who lives in a place seedy (adj): poor-quality, associated with crime dweller (n): sb who lives in a place or building contrast (n): an obvious difference between two things pick through rubbish (phr): to look through a heap

of rubbish for sth valuable or useful designer boutique (n): a clothes shop selling high-

quality, specially made fashion technique (n): a way of doing sth against the law (phr): illegal; an action for which

the police would arrest you vandalism (n): deliberately damaging property that

does not belong to you advertising billboard (n): a large sign, with a message

encouraging you to buy a product creativity (n): the ability to come up with an original

idea or sth beautiful

benefit (v): to make sth better guilt-trip (n): words or actions meant to make sb

feel guilty simplistic (adj): too simple; not effective or useful

b) To deconstruct a reading task

Ask Ss to refer back to the text and go throughtheir answers to Ex. 3a and say which wordshelped them choose their answers.


A 3 pause ... looked at from the other side B 6 the seedy side of life ... graffiti on trains ...

began to photograph people C 1 although ... the friendliest and most

welcoming of all D 8 where to place the poster ... ‘wheatpasting’

to stick them on the walls E 4 against the law ... treated by the police F 7 express themselves/school ... drawing/

painting/dancing G 2 not without critics ... too simplistic




Answer Key

1 picking through 4 poverty-stricken 7 simplistic 2 passers-by 5 bustling 3 contrast 6 billboard




Answer Key

ignored – sth people are deliberately not looking orthinking at

keen – being positive about ideally – particularly good for a purpose a public space – somewhere everyone goes keep in mind – remember and think about condition – the way sth or sb is

Grammar

6 To revise/practise conditionals

• Explain the task and refer Ss to the GrammarReference section on p. GR12 to reviseconditionals.

• Check Ss’ answers and then elicit conditionalsfrom the text.


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Answer Key

1 would give 2 will begin 3 won’t/will not get out 4 help 5 hadn’t lost 6 didn’t live 7 would/could/might have helped 8 would sign up

7 To practise conditionals using personalexamples

Give Ss time to complete the sentences aboutthemselves and then ask various Ss around theclass to read their sentences aloud.


1 If the whole world were listening, I would telleveryone that we have to do more to help poorpeople.

2 If I could change one thing about myself, I wouldchoose to become more patient.

3 If I had found a wallet in the street, I would havehanded it in at the nearest police station.

4 If I travel abroad, I will go somewhere sunny.

Speaking & Writing


• Explain the task and play the recording. • Ss listen to the text and use their imaginations

to think of answers to the questions in therubric and make notes.

• Give Ss time to use their notes to write a shortaccount of an imagined day spent with KaidAshton.

• Ask various Ss around the class to read theiraccount of their imaginary experience to theclass.


During my day accompanying Kaid Ashton while heworked, I saw him take photographs of people in themost poverty-stricken parts of the city. We were inthe poorest and most dangerous parts of Manila.We met many young children from the slums.Afterwards, we developed the photos and madethem into posters. Then we went to the busyshopping streets where the designer boutiques wereand Kaid pasted prints of the photos onto the walls.Some places were difficult to reach, so I held ontohim at times so he wouldn’t fall. In the afternoon, Iwatched Kaid as he taught a group of poor childrenhow to create art. He really wants to help thesepeople have a better quality of life.



• Ask Ss to read the title of the article and lookat the pictures.

• Elicit Ss’ guesses in answer to the questionsand then play the recording.

• Ss listen and read the text to find out.


I think the purpose of this festival is to displayunusual works of art in the desert. I think peoplecan see large works of art at this festival. Perhaps,visitors can watch art being made and even takepart in creating works of art, too.


• Ask Ss to read the questions 1-6 and the possibleanswers and then give them time to read thetext again and choose the correct answers.

• Check Ss’ answers around the class and askthem to give reasons for their choices.

Answer Key

1 4 (my frustration gave way ... Ahead of us was... hundreds of cars dressed up to look likewhales, rabbits, steamboats)

2 4 (the desert landscape is transformed into ahuge, dusty canvas for 50,000 participants ...who assemble their own unique pieces ofartwork)

3 1 (motto ‘leave no trace’, leave the desert in itspreviously unspoilt condition)

4 3 (not a consumer society ... no money ...giving something away to a stranger later)

5 4 (were completely amazed by somethingdifferent)

6 3 (if I had shaken off my fears and trulyembraced the freedom of the week, I wouldbe a better person now)



spare (adj): extra reluctantly (adv): without enthusiasm; unwillingly jump at the chance (phr): be eager about the

opportunity to do sth rough (adj): approximate makeshift (adj): temporary and not well made dismantled (adj): taken apart; disassembled trace (n): sign

Attractionsf


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set alight (phr v): to put sth on fire summer solstice (phr): when the sun is directly

above the furthest point south of the equator thatit ever reaches in the middle of the summer whenthere are the longest hours of daylight

cheer (v): to shout happily go up in flames (phr): to become on fire and burn embrace (v): to accept sth enthusiastically

3 a) To distinguish between commonlyconfused words

• Give Ss time to complete the task usingtheir dictionaries if necessary.


Answer Key

1 reluctantly 3 trace 5 moving 2 way 4 closing 6 gathered


• Give Ss time to match the words in bold tothe definitions in the list using theirdictionaries to help them if necessary.


Answer Key

reluctantly = unwillingly set alight = set on fire assemble = build bizarre = strange makeshift = temporary stacked = piled dismantled = taken apart shaken off = got rid of spotted = saw embraced = adopted

Grammar

4 To revise/practise mixed conditionals

Write on the board: If he worked more, he would have met his deadline. If he had invited us, we would go to the event

tonight. Elicit the tenses in each sentence (if + past

simple ➝ would have + pp, would + inf withoutto) Explain that these combinations are possibleif the context permits it.

Refer Ss to the Grammar Reference section. Read the example and give Ss time to complete

the task. Check Ss’ answers and then elicit more examples

from the text.

Answer Key

2 If their mobile home hadn’t broken down, theywould be here now.

3 If they had repaired the air-conditioning, theywouldn’t feel hot now.

4 If I spoke French, I would have understood whatthey were saying.

5 If we had hired a mobile home, we wouldn’t besleeping in a tent.


If I were an adventurous person ... I would havejumped at the chance

If I had shaken off my fears ... I would be a differentperson now

5 To revise/practise the unreal past

• Write on the board: 1 I wish I were more patient. (but I’m not) 2 If only I had taken your advice. (but I didn’t) Ask Ss to identify the tenses in each sentence

(past simple, past perfect) then elicit whichsentence refers to the present (1) and whichrefers to the past (2).

Write on the board: I wish you would stoptalking so much. Explain/Elicit that we usewould in wishes to express a polite imperativeor a desire for sth to change.

Refer Ss to the Grammar Reference Section formore details. Use the Grammar ReferenceSection to present other structures we usewith Unreal Past.

• Ss do the exercise. Check Ss’ answers.

Answer Key

1 was 4 hadn’t eaten 7 would come 2 had 5 buy 8 were 3 left 6 learnt 9 hadn’t told


I immediately wished I had my camera. If only real life was that easy!

Speaking & Writing


• Ask Ss to listen and read the text again. Give Ss time to write a paragraph about what

impressed them in the text. • Ask Ss to read their paragraph to their partners

and then ask some Ss to read out their paragraphto the class.


I was impressed by the fact that the people createhuge works of art in the desert. I was also impressedthat when they leave, they leave the place exactly asthey found it. I also thought it was impressive thatthe people at the festival don’t use money and theygive away free food and ‘pay it forward’.


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Vocabulary

1 To introduce the topic and keyvocabulary

Read the rubric and the example aloud and elicitanswers from Ss around the class.


I usually listen to the radio or visit Internet newssites.

I sometimes read newspapers and magazines to keepmyself informed.

I rarely watch the TV news. I also keep informed quite often just by speaking to

people about current affairs.

2 To expand the topic

Read the rubric and the example aloud and elicitanswers from Ss around the class.


I read a newspaper about once per week. I usuallyread the newspaper online because it’s much easierthan going to the shop to buy it. It is also moreconvenient and we don’t waste paper. Thenewspaper I usually read online is a broadsheet. It isquite a serious paper, but I like it because it hasgood book and film reviews. It is a weekly paperthat is published every Sunday.

3 To present/practise new vocabulary

• Explain the task and explain/elicit themeanings of any unknown words, then give Sstime to complete it.

• Read out the example and then elicit answersto the questions in the rubric from Ss aroundthe class.

Answer Key

1 G 3 J 5 H 7 B 9 E 2 D 4 A 6 C 8 F 10 I


Other newspaper sections include: Property,Classified Adverts, Editorial, Tourism andTechnology. My favourite newspaper section is theEntertainment section because I like keeping up-to-date with the latest films showing in cinemas. I alsolike reading the Sports section and the InternationalNews because they provide good information forstarting conversations with people. I never read theBusiness and Finance section of the newspaperbecause it seems a bit complicated to follow.

Speaking

4 a) To identify the situation and findsimilarities/differences in photographs

• Direct Ss’ attention to the photographs andask Ss to describe them in pairs. Ss shouldidentify the situation in each one anddiscuss their similarities/differences.

• Monitor the activity around the class andoffer assistance as necessary.


A: Let's start with the situation. In Picture A, there'sa young man leaning against a wall, reading anewspaper.

B: In Picture B, a young woman is sitting by a lakeor river, reading a book.

A: We can talk about the similarities first. I thinkthe most obvious is that both these people arereading printed matter. I mean they are lookingat ink on paper, not a screen. Also, they are bothdressed fairly casually.

B: Yes. Another similarity is that they are bothyoung people. Furthermore, I think both picturesare taken outside.

A: What about the differences? I can see that theyoung man is reading a newspaper, not a book.

B: Yes, whereas the young woman might be readinga novel, which requires more concentration. Shelooks more absorbed in her reading than theyoung man.

A: I think the young man is not going to be readingfor long, as he is standing up. Perhaps he'spassing the time while waiting.

B: I agree. The young woman has a coffee cup nearby,so she's probably more relaxed, and going to bespending longer on her reading. It's nice to readoutside in the natural light, though it can be difficultto read the screens of most electronic devices.

b) To compare photographs

• Ask Ss to compare the photographs in pairsand discuss why they think each personmay be reading.

• Tell Ss to use the Useful Language box tohelp them.

• Monitor the activity around the class andoffer assistance as necessary.


I think the young man in Picture A is reading hisnewspaper while waiting for something. Hisattention isn't on the page in front of him, and hemay be skimming the articles. He is dressed smartlybut casually, so he might be at work and on a break.The young woman in Picture B is dressed morecasually. She may be reading for pleasure, or shemay be a student doing some of the requiredreading for her college course.

Skillsg


5 To listen to a model answer

Play the recording. Ss listen and compare theiranswers to the one they hear and compare them.


In some ways, this speaker's attempt is better thanmine. She mentioned the type of newspaper, andalso the cover of the book, and that it might befrom a library. Also, she noticed that one personwears a watch and the other doesn't. This indicatesif the people think their reading will be interrupted.The speaker also speculates about how they mighthave come to be reading. However, the speakerdidn't say anything about reading outside in naturallight, and how it's easier to read ink on paper than agadget's screen. Also, she doesn't suggest that theyoung woman might be a student, and reading aspart of her course of study.

Listening


• Explain the task and ask Ss to read thesentences A-F and underline the key words.

• Play the recording. Ss listen and match thespeakers to the sentences A-F.

• Check Ss’ answers. You can play the recordingagain with pauses for Ss to check their answers.

Answer Key

Speaker 1 C Speaker 3 A Speaker 5 D Speaker 2 B Speaker 4 F


• Ask Ss to read the title, the introduction andthe subheadings in the text and elicit Ss’guesses in answer to the question in the rubric.

• Play the recording. Ss listen and read the textand check if their guesses were correct.


I think holography can be used to make videosappear in 3D. That means that TV and Internetimages could appear in the middle of our livingrooms instead of being flat images on screens. Formusic, holography could mean performances beingprojected without artists actually being present atconcert venues. Finally, in fashion, holography couldbe used to make models and costumes appear oncatwalks or in advertising as 3D images.


• Ask Ss to read the sentence stubs 1-6 and thenread the text again and complete the task.



1 3D images appear on flat screens, whereasholographic images are projected to appear asreal objects

2 the US Presidential Election in 2008 by CNN 3 users could touch a holographic screen and there

would be no need for a mouse or a keyboard 4 the band members are cartoon characters 5 perform a sell-out tour and top the charts 6 Gujurat in India in 2012



laser projection (phr): when a laser is used to makea film/ image appear on a screen or other object

presidential election (phr): a political process toselect a new president for a country

coverage (n): the reporting of a particular event news correspondent (n): sb who reports the news project (v): to make an image/film appear on a wall/

screen or other surface glimpse (v): to see sth briefly go on tour (phr): to perform a series of concerts

around a country/the world updated (adj): made more modern and effective angled (adj): placed at an angle, usually 45 degrees life-like (adj): seemingly real sell-out (adj): having sold all the tickets top the charts (phr): to be the number one

bestseller in the music charts broadcast (n): a widely-transmitted TV, radio or

multi-media programme prime minister (n): the most important member of

Parliament; the leader of the ruling party gadget (n): a small electronic device

Curricular: Design &Technology

h

Princess Leia is a fictional female character in theStar Wars films.R2-D2 is a robot character in the Star Wars films.Star Wars is a film series created by George Lucas.The events take place in a fictional galaxy.CNN (Cable News Network) is a US cable newschannel. It was founded in 1980 by Ted Turner and itoffers 24-hour TV news coverage. Its headquartersare in Atlanta, Georgia.


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• Explain the task. Give Ss time to complete the task. • Check Ss’ answers around the class.

Answer Key

1 advanced 3 news 5 top 2 flat 4 sell-out 6 election


• Go through the words/phrases in the rubricand give Ss time to look through the text againand find synonyms.


Answer Key

brief look = glimpse when you know = considering at the same time = simultaneously next = following


Read the rubric aloud and elicit a variety of answersfrom Ss around the class.


I found it interesting that a holographic pop starcould perform a sell-out tour. It’s also interesting tolearn that holographic images can be used in politicsand elections. Finally, I found it interesting that theInternet could one day be controlled using aholographic screen instead of a mouse or a keyboard.

6 To develop research skills/To give apresentation on how holography could changeour lives

• Explain the task and ask Ss to work in pairs orsmall groups.

• Ask Ss to collect information from the Internetand then report back to the class.



Holography will change our lives in the futurebecause firstly, it will be used for all types ofentertainment. Films, music concerts and computergames will all be able to appear in our living rooms,gardens or anywhere we can imagine. Holographictechnology will also become interactive. This meansthat we will be able to change the holographicenvironment. This way we will be able to operatemachines, use the Internet and even meet ourfriends without anyone leaving their house.


• Ask Ss to read the rubric and then givethem time to underline the key words.


Answer Key

Key words: magazine, computer games, reviews,write a review, favourite computer game, includinginformation about the type of game, details aboutone or two features

b) To analyse the structure of a modelessay

• Ask Ss to read the model and match theparagraphs to the elements in the rubric.


Answer Key

the writer’s recommendation – para 3 the features of the game – para 2 the name of the game – para 1 the writer’s opinions about the game – para 3 the type of game – para 1

Tom Cruise is an American actor, producer, writerand director. He was born on 3rd July, 1962 inSyracuse, New York, US. He has starred in manyfilms including Vanilla Sky, Minority Report, TheLast Samurai, War of the Worlds, etc.MTV Europe Music Awards (EMAs) was establishedin 1994 to celebrate the most popular music videosin Europe. The awards are chosen by MTV viewers inEurope and presented annually.Gorillaz is a virtual band founded by musicianDamon Albarn and artist Jamie Hewlett. Many othermusicians work with them to create the music andvideos.Hatsune Miku is a character created by Japanesecompany Crypton Future Media in 2007. Thecharacter sings pop songs and promotes products,events, and computer games. She looks like a 16-year old girl with long blue hair.Narendra Modi (b. 1950, Gujurat) is an Indianpolitician and currently the prime minister of India.He is the leader of the BJP party. Gujurat is a state in north-west India, with a coast onthe Indian Ocean. It is known for its ancient history,the variety of its geography and biodiversity, and itseconomic strength.


Writingi


79

2 To replace adjectives/adverbs withsuitable alternatives

• Explain the task and give Ss time to complete it. • Ss compare their answers with their partners.


virtual – simulated latest – newest popular – well-liked realistic – authentic exciting – thrilling precise – accurate creative – inspired dangerous – risky individual – different physical – bodily tricky – complicated unpredictable – surprising

3 To substitute adjectives for theirantonyms

• Explain the task and explain/elicit the meaningsof any unknown adjectives.

• Give Ss time to complete the task and thencheck Ss’ answers around the class.

Answer Key

1 spacious 4 impressive 7 cheerful 2 modern 5 skilful 8 helpful 3 terrific 6 reasonably-priced

4 To distinguish between words oftenconfused and classify sentences by genre

• Explain the task and give Ss time to complete it. • Check Ss’ answers then elicit what genre of

entertainment each sentence relates to.

Answer Key

1 characters, chapter, down – book 2 lyrics, tracks – music CD 3 graphics – video game 4 dishes, service – restaurant 5 plot, effects – film 6 stage – play 7 star-studded, cast – film 8 acts, twist – play

5 a) To categorise topic-relatedvocabulary

• Ask Ss to copy the spidergrams into theirnotebooks and in closed pairs completethem with the headings in the list.


Answer Key

film: action, horror, sci-fi, animated, fantasy, western characters: supporting, lead role, well-developed,

villain, hero, sidekick special effects: spectacular, simplistic, imaginative,

stunning plot: fast-paced, dramatic, clever, dull, gripping


Read out the example and then elicit a varietyof answers from Ss around the class.


‘Indiana Jones’ is an action film. Harrison Ford starsin the lead role as the film’s hero, Indiana Jones. Thefilm has got a fast-paced and gripping plot. It hasgot simplistic, but imaginative, special effects.

6 To identify a recommendation

Elicit the recommendation from the model reviewin Ex. 1.

Answer Key

This is a must-have for video game enthusiasts andsport fans alike, and I've been playing it non-stop!

7 To practise recommending

Explain the task. Give Ss time to complete it andthen check Ss’ answers.

Answer Key

1 recommend 4 biggest hits 2 put it down 5 definitely watch 3 miss it 6 well worth seeing



• Give Ss time to answers the questions and thencheck Ss’ answers around the class.

Answer Key

Key words: English-language magazine, reviews,favourite film, Write your review, giving detailsabout, plot, characters, why you like it, recommendit to other readers (150-180 words)

1 a review 2 readers of the magazine 3 semi-formal 4 mainly present tenses


9 a) To listen and make notes

• Ask Ss to write the headings into theirnotebooks and make notes under each one.

• Play the recording. Ss listen and completethe task.


name/type – ‘The Amazing Spider-Man’, action film main points of the plot – Peter Parker is trying to

discover why his parents disappeared. He finds a cluewhich leads him to his father’s old work colleague,Dr Curt Connors. Peter discovers his own powersand must prepare to face the villain The Lizard andbecome the hero.

name of director – Marc Webb lead actor – Andrew Garfield setting – New York City general comments – spectacular special effects,

gripping storyline, well-developed characters, superbperformances, action-packed ending

recommendation – it’s a must-see

b) To prepare for a writing task

• Explain that task and give Ss time tocomplete the sentences.



1 It’s an action film. 2 The film is directed by Marc Webb. 3 It stars Andrew Garfield in the lead role. 4 It is set in New York City. 5 It tells the story of Peter Parker as he learns that

he’s got superpowers. 6 The story begins with Peter Parker as a high

school student who is trying to discover why hisparents disappeared.

7 The cast is superb. 8 The plot is absolutely gripping. 9 It has an action-packed ending and spectacular

special effects. 10 I thoroughly recommend this film.

10 To write a review

• Refer Ss to Writing Bank 4 for information andpractice on reviews.

• Give Ss time to write their review using theiranswers from Ex. 9 and the plan, then check Ss’answers. Ask Ss to use language from theUseful language box in the Writing Bank.



‘The Amazing Spider-Man’ is a fantastic action filmbased on a comic book character. It is directed byMarc Webb and it stars Andrew Garfield in the lead

role. This exciting film is filled with action andspectacular special effects.

The film is set in New York City where a high schoolstudent, Peter Parker, is trying to discover why hisparents disappeared. He finds a clue which leads himto his father’s old work colleague, Dr Curt Connors.At this time, Peter discovers his own powers andprepares to face the villain, ‘the Lizard’, and becomethe hero.

The film has a gripping storyline and well-developedcharacters. The whole cast give superb performancesand the special effects are truly spectacular. Thisfilm has one of the most action-packed endings I’veever seen.

‘The Amazing Spider-Man’ lives up to its title. Ithoroughly recommend this film to everyone. It’s amust-see.

Reading


• Direct Ss’ attention to the picture and elicit Ss’answers to the questions in the rubric.


I have seen living statues like that performing in thestreets a few times before. I’m not sure what lifewould be like, but it must be hard for them to staystill for so long. I suppose they have to spend timepractising to be still and they must take a lot of timeto prepare their costumes, too.


• Explain the task and ask Ss to read thestatements (1-8).

• Give Ss time to read the text and complete thetask.

• Check Ss’ answers and ask them to givejustifications for their choices.

Answer Key

1 1 3 3 5 2 7 1 2 2 4 1 6 2 8 3

Writing & Speaking

3 To personalise a topic

• Ss prepare their answers. • Invite various Ss to present their answers to

the class.

Skills

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hear: people, traffic see: people, piece of pavement

I could hear the people passing by and, in thedistance, the traffic in the city centre. There was acool breeze on my face. I fixed my eyes on a piece ofpavement and tried not to blink. People werewalking past; some stopped and stared, some gavemoney and some just ignored me. At one point, Ihad an itch on my arm, but I couldn’t scratch itwithout moving. After ten long minutes, the itchwent, but now my muscles were aching from theeffort of not moving. Fifteen minutes later, I moved.

Writing


• Ss prepare their answers. • Ss exchange papers and check partner’s work.


Key words: letter, from, Alicia, What, traditionalfestivals, in your country, tell me, a festival you’vebeen to, you prefer, music festival, food festival,answer 3 questions, 100-120 words, remember,rules, letter writing

Dear Alicia, Thanks for your letter. You’re very lucky to be going

to the Edinburgh Festival this year. We have lots of traditional festivals and

celebrations in my country. We have InternationalWomen’s Day, Maslenitsa for spring, YablochniySpas for apples and many more. One festival that Iattended last years was White Nights in StPetersburg. It’s a day when the sun shines for 24hours and it was really amazing. I’d much prefer amusic festival to a food festival as I’m crazy aboutrock music. Maybe you can come to Russia and wecan go to a music festival together.

Write back soon, Anna

Text completion

5 To complete a text with derived words

• Explain the task to Ss. • Allow Ss the time to complete the task. • Check Ss’ answers.

Answer Key

1 had not visited 6 her 2 was wandering 7 was telling 3 best 8 had been exhibited 4 reached 9 herself 5 could not

Word formation

6 To complete a text with derived words

• Explain the task to Ss. • Allow Ss the time to complete the task. • Check Ss’ answers.

Answer Key

1 sight 3 kindness 5 daily 2 unhappy 4 popularity 6 finally

Listening


• Read out the rubric and the places (1-5). • Play the recording. • Ss complete the task. • Check Ss’ answers.


A 2 B 4 C 3 D 1

8 To practise answering a telephonesurvey

• Explain the task. • Allow Ss time to complete the task. • Ask Ss to do the task in front of the class.


Electronic Assistant: Could you tell me your age,please?

Student: Yes, I'm fifteen years old. Electronic assistant: How often do you go out in

the evening? Student: I suppose I go out two or three times a

week. Normally, I go out on Friday or Saturday. Electronic Assistant: What forms of entertainment

are most popular with young people in your area? Student: Young people in my area like going to

the cinema and also watching sports, especiallyfootball and ice hockey. Some of my friends enjoygoing skateboarding in the local skate park.

Electronic Assistant: Are there enough goodentertainment venues in your area?

Student: I would say not. The cinema is a bit oldand dirty, and some of the sports centres need tobe renovated and improved. The skate park isgood, though.

Electronic Assistant: Do you think it’s important tohave art galleries and museums in your area?

Student: Yes. I think they are not only interestingto visit, but having galleries and museums makeresidents feel that they live in an area whereculture and history are valued.

Electronic Assistant: What other entertainment orarts facilities would you like to have in your area?

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Student: I would like to have a theatre in myarea, and maybe a live music venue, too.

Electronic Assistant: This is the end of the survey.Thank you for your help.

Listening & Reading


• Direct Ss to the title of the text and thephotos. Then, elicit suggestions from Ss aroundthe class.



Journey to Christmas is a festival which is held inMoscow during Christmas. People can admire thelighting installations and the decorated trees. Theycan also go to one of the merry-go-rounds, or theskating rink. What’s more, festival goers can watchwell-known performances or concerts. Also, thereare educational projects master classes, sportscompetitions, a Christmas fair, lots of restaurantsand cafés, performances by street dancers andactors and even charity events.



light fixture (n): a light which is fixed into aposition so that it cannot move

venue (n): a place where an event happens quest (n): a long search for sth that is difficult to

find crew (n): a group of dancers, singers or artists who

work together to produce sth award (v): to give sb money or a prize for sth they

did foundation (n): an organisation created to give

money to a particular group of people in need of help nursing home (n): a place where old people who are

ill can live and get medical treatment

2 To read for detailed understanding

• Allow Ss some time to reread the text andcomplete the task.


Answer Key

1 There were lighting installations in the streetsand 144 decorated trees.

2 People could watch The Nutcracker, Swan Lake,Cipollino and Snow White.

3 People could buy local products from manydifferent countries and Russia including sweets,souvenirs and Christmas decorations.

4 They prepared exclusive menus with traditionalChristmas dishes and drinks.

5 Liza Arzamasova’s foundation held a workshopof good ideas where everyone could make giftsfor elderly people in nursing homes.

Speaking & Writing


• Give Ss’ time to prepare their answers,referring back to the text if necessary.

• Elicit answers from around the class.


I was impressed that artists from all of the world setup lots of lighting fixtures and 144 decorated trees. Iwas also impressed by the fact that people from 15different countries took part in the Christmas fairand that people who took part in the project couldvote on how the festival should be organisedthrough the “Active Citizen” portal. Another thingimpressed me was that people could take part in theChristmas quests and get prizes.

4 To present an important festival inMoscow; to develop research skills

• Give Ss’ time to prepare their answers,referring back to the test if necessary.



Every September, people in Moscow celebrate Den'Goroda or “City Day”. It celebrates the founding ofMoscow. There are lots of celebrations on this dayas well as festivals and street parties. Theatregroups produce shows in the Hermitage Garden,there’s a farmer’s market where everyone can enjoytasty food, and there’s a children’s festival at theVDNKh. There’s even a concert on Tverskaia Ulitsastreet with fireworks and music.

Reading & Listening

1 To introduce the topic and stimulateinterest

• Elicit answers to the question. • Elicit various questions from Ss around the

class and write three of them on the board. • Play the recording. • Ss check if the questions can be answered.

Moscow Culture

Russia

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I know Sokolniki Park has a lot of attractions andI’ve heard of the Ice Sculpture Museum, but I’venever been there.

1 When did the museum open? 2 What can I see there? 3 How do they stop the sculptures from melting?

The text answers two questions, but doesn’t saywhen the museum opened.





1 F 3 NS 5 T 2 T 4 F 6 NS



entrance fee (n): money you pay to go into a place(concert, cinema, etc)

cloak room (n): a room in a public place (theatre,museum) where you can leave your coat, hat, etc

hang up (phr v): to suspend sth astonishing (adj): surprising, amazing expo centre (n): a place for exhibition or displaying

goods chill out (phr v): relax fossil (n): a part of a skeleton/plant from prehistoric

times mammoth (n): an extinct animal that resembled an

elephant light up (phr v): to shine a light on sth slope (n): the slanting side of a hill or mountain orchestra (n): a group of musicians that play

different instruments together slippery (adj): being difficult to walk on like ice volunteer (n): sb who offers their services without

being paid for it well worth (phr): being enjoyable or useful electric saw (n): a tool for cutting wood, powered

by electricity chisel (n): a tool used to shape ice, stone, wood, etc masterpiece (n): an exceptional piece of art


• Give Ss time to complete the task. • Check Ss’ answers around the class.


snug – warm and cosy constant – unchanging to suit every taste – for everyone co-operated – worked together battled – fought sign up for – enrol on

Speaking & Writing

4 To express an opinion/expand the topic

• Read out the rubric. • Elicit various answers to the questions from Ss

around the class.


Yes, I would like to visit the ice museum because itseems like it would be a very interesting experience.The museum is totally unlike any other museum Ihave heard about or visited.

It is important to have museums because they showus things we do not see in daily life. They maydisplay things from the past or from other countries;the Ice Sculpture Museum is like an art gallery, butwith exhibits made from an unusual material.

5 To write about a popular touristattraction

• Give Ss time to collect information from theInternet, encyclopaedias, etc about a popularRussian tourist attraction and write about it.

• Ask various Ss to present the attraction to theclass.

• Alternatively, assign the task as HW and ask Ssto give their presentations in the next lesson.


Red Square is one of the most popular touristattractions for the people visiting Moscow. Thesquare hasn’t always been the marvelous place it isnow. It used to be a collection of rough huts wherebeggars and criminals lived. It hasn’t always had thename Red Square either; it used to be called TrinitySquare after a church. It’s not called Red Squarebecause of red architecture; the Russian word thatnow means ‘red,’ once meant ‘beautiful.’ The squareis known for St Basil’s Cathedral and the Kremlin,but nowadays it is also used for concerts, fashionshows and even circus acts.

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Breakthroughs

In this module, Ss will explore the topics of majorbreakthroughs in science and medicine, inventions,exploration and characteristics for success.

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Lesson Objectives: Overview of the module, to listenfor gistVocabulary: Major breakthroughs (led, discovered,revolutionised, launched, unmanned, orbit, lit up,pioneered, supply, writing, unreadable, came across, workout, space exploration, medicine, technology, archaeology)

88-89

Lesson Objectives: To listen and read for gist, to read forspecific information, to present/revise reported speech, tosummarise a textVocabulary: Science (microscopic robot, molecules of DNA,molecular biology, nanotechnology, medical applications,perform operations, miniature robot surgeons, spider-bot,allow treatments); Verbs (dub, detect, patrol, administer);Phrasal verb (carry out); Nouns (molecule, protein, strand,precision); Adjective (groundbreaking); Phrases (molecularlevel, attached to, medical applications, steady hand,invasive surgery)

90-91

Lesson Objectives: To listen and read for gist, to readfor specific information, to present/revise reportedquestions/orders & special introductory verbs, to actout an interview, to talk about success and inspirationalpeopleVocabulary: Verbs (cure, lecture, chill); Phrasal verb(come up with); Nouns (cancer, nanoparticle, tumor,tissue, hammer, sweating, evaporation, cylinder, hygiene);Adjectives (overwhelming, wasteful, global)

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Lesson Objectives: To read for gist, to read forcohesion & coherence, to give a presentation on animportant observatory/science museum in your country

Vocabulary: Verbs (circle, navigate); Nouns (observatory,time zone, courtyard, hemisphere, complex, planetarium);Adjectives (accurate, fixed, refracting); Adverbs (exactly,precisely, physically)

93

Lesson Objectives: persuading someone to visit a place,to learn the intonation of showing interest, to act out adialogue

94-95

Lesson Objectives: To listen and read for gist, to readfor specific information, to learn/revise the causative,to act out an interviewVocabulary: Exploration (ocean depths, cave diver,record breaker, oxygen tank, undersea world, strongcurrents, heated wetsuit, outer space); Verbs (threat,embrace); Phrasal verb (put someone off); Nouns(depths, expedition, iceberg, disturbance, air bubbles,crack, oxygen tank, current, handhold, multimediapresentation, heated wetsuit, mapping device); Adjective(rough); Phrases (make someone’s name, head to, leap offaith)

96-97

Lesson Objectives: To listen and read for gist, to readfor general comprehension, to learn/revise quantifiers &countable/uncountable nouns, to talk about quotations,to talk about Thomas Edison, to give a report onThomas EdisonVocabulary: Characteristics for success (persistent,determined, creative, courageous, focused, hardworking,relaxed, risk-taker, organised, clever, optimistic, open-minded, ambitious, confident); Verb (flow); Phrasal verb(burn up); Nouns (genius, alkaline battery, projector,patent, failure, filament, skill, trick, nap, concentration);Adjectives (anew, inner); Adverb (undoubtedly); Phrases(push oneself, reach one’s goals, set oneself a target,under pressure)

98

Lesson Objectives: To talk about career success, tolisten for specific information

Topic

Modular page

5a Science

5b Big ideas

5c Culture Corner

5d Everyday English

5e Exploration

5f The road to success

5g Skills

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85


Read the title of the module Breakthroughs and askSs to suggest what they think the module will beabout (the module is about major breakthroughs inscience and medicine, inventions, exploration andcharacteristics for success). Go through the objectivesbox to stimulate Ss’ interest in the module.

Vocabulary


• Direct Ss’ attention to the pictures and askthem to read the texts next to each one.

• Go through the words in the list and explain/elicit the meanings of any unknown words.

• Give Ss time to complete the texts. CheckSs’ answers.

Answer Key

A 1 discovered 2 revolutionised 3 led

B 1 launched 2 unmanned 3 orbit

C 1 pioneered 2 supply 3 lit up

D 1 came across 3 work out 2 writing 4 unreadable

b) To categorise topics

Explain/Elicit the meanings of the words in therubric and then elicit which category the topicof each text is related to.

Answer Key

A medicine C technology B space exploration D archaeology

OVER TO YOU!

To talk about major breakthrough andexpress a personal opinion on the topic

Elicit answers to the questions in the rubric fromvarious Ss around the class.


I think the discovery of penicillin has had thebiggest impact on our lives because antibioticshave saved millions of people from dying fromsimple infections since then.

It was a major breakthrough when maninvented the wheel thousands of years ago as itpaved the way for the development of vehicles,but also other things like the water wheel andthe windmill, which gave humans a power source.

It was a major breakthrough when the printingpress was invented because it allowed manybooks to be printed quickly, making knowledgemuch more widely available and improvingeducation.

Vocabulary: Background (finances, qualifications/goodeducation, relevant experience, influential friends &acquaintances, supportive family & friends); People skills(competitive spirit, ability to delegate, listening skills,sensitivity to others, popularity, teamwork skills, goodcommunication skills); Other personal qualities (enjoychallenges, high intelligence, attractive appearance, self-motivation, ambition, determination, natural talent)

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Lesson Objectives: To read for gist, to read for lexico-grammatical correctness, to do an online test andreport backVocabulary: Verb (determine); Nouns (brain, organ,hunger, thirst, identity, skull, hemisphere, nerve fibre,logic, tendency, syntax, pathway)

100-101

Lesson Objectives: To analyse a model story, to orderevents, to learn/practise adjectives/adverbs/verbs, towrite a story

102-104

Lesson Objectives: To read for gist, to read for generalcomprehension, to listen for specific information, totalk about exploration, to practise word formation, towrite a letter to read a text aloud

105

Lesson Objectives: To listen and read for gist, to readfor specific information, to develop creativity andcritical thinking skills, to present attractions in theMoscow Planetarium, to develop research skillsVocabulary: Verbs (resemble, dock); Nouns (dome,observatory, tower, diameter, module); Adjective (fibre-optic)

107

Lesson Objectives: To listen and read for gist, to readfor specific information, to present information aboutStar City and/or Russia’s space programme Vocabulary: Verbs (train, undertake, simulate, rotate,spin, launch, dock); Phrasal Verb (blast off); Nouns(facility, pine forest, traffic jam, billboard, recreation,personnel, planetarium, capsule, jaw, gravity); Phrase(loaded with)

5h Curricular: Design & Technology

5i Writing

Skills 5

Moscow Culture 5

Russia 5


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1 To introduce key vocabulary and predictthe content of the text

• Go through the words/phrases in the list andexplain/elicit the meanings of them. Elicit Ssguesses as to what the text may be about.

• Play the recording. Ss listen and read and check.


I think the text could be about microscopic robotsthat are partly made of DNA molecules. Throughmolecular biology and nanotechnology they can beused for medical applications. They could be used toperform operations like miniature robot surgeonsand they may be called spider-bots. They could allowmany treatments that are currently not possible.

2 To read for gist

• Ask Ss to read the headings 1-8. Ss skim thetext looking for synonyms and choose thecorrect heading for each paragraph.

• Check Ss answers and ask them to justify them.

Answer Key

A 7 (A team of researchers from ColumbiaUniversity … colleagues in Arizona, Californiaand Michigan.)

B 6 (They can walk, turn right … etc) C 1 (… are made of DNA molecules …) D 8 (Researchers hope to be able to make the

spiders walk faster and further.) E 5 (… which could one day lead to … etc) F 2 (… would like to see stricter rules apply.) G 3 (Billions of dollars are being invested …)



molecule (n): a microscopic unit of a substance dub (v): to call sth by a new name groundbreaking (adj): new and likely to effect the

future; innovative detect (v): to find; to identify the existence of sth molecular level (phr): at the level of the molecules of sth protein (n): highly complex substance present in all

living organisms strand (n): a thin fibre attached to (pp): connected to sth medical applications (phr): ways sth may be used in

medicine patrol (v): to move around a place protecting it administer (v): to give (of a medicine/treatment) carry out (phr v): to perform a task steady hand (phr): to have hands that do not shake

when performing a delicate task precision (n): accuracy invasive surgery (phr): an operation that involves

cutting open the body


• Ask Ss to read questions 1-6 and find the keywords. Ss read the text again and choose thecorrect answers

• Check Ss answers and ask them to justify them.

Answer Key

1 D (Microscopic robot) 2 A (… understand its surroundings, make

decisions and move automatically …) 3 B (… a possible walking distance of around 100

nanometres.) 4 A (… miniature robot surgeons protecting the

insides of their bodies …) 5 C (… would like further tests to be carried

out …) 6 C (… will allow treatments to be given that are

currently impossible.)


Give Ss time to match the words in the list to thegaps in the sentences using their dictionaries tohelp them if necessary.

Check Ss’ answers around the class.

Answer Key

1 environment 3 developed 5 commands 2 device 4 applications 6 chips

Grammar

5 To revise/practise reported speech

• Explain the task and read out the example.Explain how tenses and pronouns change fromDirect to Reported Speech.

Alexander Fleming (1881-1955) was a Scottishbiologist and pharmacologist. He discoveredpenicillin in 1928.Nikola Tesla (1856-1943) was a Serbian-Americaninventor, physicist, mechanical engineer andelectrical engineer. His work helped form the basisfor the invention of radio communication.Yuri Gagarin (1934-1968) was a Soviet cosmonaut.He was the first human to journey into outer space(1961).


Sciencea5


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• Refer Ss to the Grammar Reference section formore details.

• Give Ss time to complete the task and thencheck Ss’ answers round the class.

Answer Key

2 Josie told me that she had just found a jobworking in a science lab.

3 He said that they would soon have enoughmoney to buy a more powerful computer.

4 Tom told me that he was going to watchFrankenstein on DVD that night.

5 She said that Philip was very interested in science. 6 Tony said that Sally worked for a company that

designed robots. 7 She told me that she had read an article about

artificial intelligence the other day.

Speaking & Writing

6 To identify the main idea/To summarisea text

• Give Ss time to look through the text againand find the main idea in each paragraph. AskSs to make notes and then give Ss time to usetheir notes to summarise the text. Remind Ssthat they should use their own words whilewriting the summary as much as possible.

• Ask various Ss around the class to read theirsummary to the rest of the class.


A: microscopic robot ... created by a team ofresearchers in USA ... called nanospider ... crawlsalong molecules of DNA

B: It can walk, turn and create its own products. C: made of DNA molecules D: they can walk 100 nanometres, researchers

trying to improve this E: Nanotechnology could be very important in the

future… medical applications F: Some worried about safety of nanotechnology G: Billions of dollars being spent on nanotechnology

around the world…in the future nanorobots mayperform surgeries impossible today

A microscopic robot was recently created by a teamof researchers in the USA. They call it a nanospiderand it can crawl along molecules of DNA. It canwalk and turn and make its own products. It ismade of DNA molecules. So far, it can walk 100nanometres but researchers are trying to make itwalk longer distances. Nanotechnology seems to bevery useful and may have a lot of medicalapplications. Some people are concerned about howsafe nanotechnology is. A lot of money is spent onnanotechnology and in the future scientists believenano-robots may be able to operate on people.


1 To introduce the topic, predict thecontent of the text and listen and read for gist

• Explain what ‘bright spark’ means (an intelligentperson) and ask Ss to read the introduction ofthe text, look at the pictures and read the title.

• Elicit Ss’ guesses as to what each person mayhave done.

• Play the recording. Ss listen and read the textand find out.


I think that all of these people can be described asbright sparks because they had great ideas. I thinkAngela Zhang must have discovered something reallyimportant, Emily Cummins must have inventedsomething really useful and Derreck Kayongo musthave done something that really helped a community.


• Ask Ss to read the questions 1-15 and then readthe text again and match them to the people A-D.


Answer Key

1 B 3 C 5 A 7 B 9 A/C 2 A 4 A 6 B 8 B 10 A/C



cure (v): to heal/make sb better from an illness/disease cancer (n): a serious illness where cells in the body

become abnormal nanoparticle (n): a very small piece of material tumor (n): an abnormal growth in the body caused

by cancer tissue (n): a group of connected cells overwhelming (adj): intense hammer (n): a hand tool for hitting nails into wood come up with (phr v): to think of an idea sweating (n): the process of perspiring evaporation (n): the process whereby a liquid turns to

gas because of heat cylinder (n): a tube with circular ends and long straight

sides, often used as a container wasteful (adj): throwing things away that could be

used hygiene (n): cleanliness chill (v): to make sth cold global (adj): international

Big ideasb5



• Explain the task and go through the list ofwords in the rubric and give Ss time to matchthem to the words in bold in the text.


Answer Key

stunned = shocked decode = solve promising = likely to be successful portable = easily moved potential = capability sanitise = clean/disinfect




Answer Key

1 evaporates 3 tissue 5 cross 2 tumors 4 rejection 6 donate

Grammar

5 a) To revise/practise reported questions/orders & special introductory verbs

• Quickly revise the grammar structures. ReferSs to the Grammar Reference section forthe theory to help them if necessary.

• Give Ss time to complete the task. • Check Ss’ answers.

Answer Key

1 He asked her if he could buy those cards. 2 He apologised for not having called her. 3 Sally told Mike not to throw it away. 4 She asked him where he had got it from. 5 He reminded him/her/them to hand in his/her/their

essay the next day. 6 He ordered us to stop shouting. 7 She suggested watching/that we watch ‘Beat the

Boss’. 8 He refused to give up.

b) To practise reported speech

• Explain the task and give Ss time to find thedirect speech in the text and rewrite it inreported speech.



“But then I found that it almost became like a puzzle,being able to decode something,” she added. – Sheadded that she had found that it had almost becomelike a puzzle having been able to decode something.

“The simplest method of cooling something can be seenwhen you look at how we cool biologically – throughsweating and evaporation,” Emily said.

Emily said that the simplest method of coolingsomething could be seen when you looked at how wecooled biologically – through sweating or evaporation.

“We sanitise them first,” he explained, “then heat themat very high temperatures, chill them and cut them intofinal bars. It’s a very simple process, but a lot of hardwork.” – He explained that they sanitised them first,then heated them at very high temperatures, chilledthem and cut them into final bars. He added that it wasa very simple process, but a lot of hard work.

Speaking & Writing


• Explain the task and ask Ss to take roles of aninterviewer and one of the people A-D and think ofquestions and answers based on the information inthe text. You can elicit various questions from Ssand write them on the board for Ss to use them(See questions in the Suggested Answer Key).

• Ss take turns to act out their interviews in frontof the class.


Electronic assistant: Could you tell me your age,please?

Student: Yes, I will be 17 years old at the end ofnext month. So I’m still just 16.

Electronic assistant: How important is it to followscientific developments in the news or other media?

Student: I think it’s very important that peopleunderstand science and are aware of newbreakthroughs.

Electronic assistant: How would you feel aboutgoing to lectures on scientific breakthroughs?

Student: I would find that extremely interesting if itwas a proper expert. Sometimes I find journalistscan write badly about science so a lecture would bemuch better.

Electronic assistant: What do you think about localmuseums efforts to educate the public about science?

Student: I definitely think it has improved in recentyears. Now there is more information on exhibitsand there is much more interactive material inmuseums.

Electronic assistant: What more do you think localauthorities can do to encourage people to beinterested in science?

Student: I think you need to make people understandthat science can be fun. A science festival whereeveryone can join in in activities would be brilliant.

Electronic assistant: What kind of interest wouldlocal people have in finding out more about sciencein your area?

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Student: I think that if people have good informationmade available they are more likely to be interested infinding out more about science.

Electronic assistant: That is the end of the survey.Thank you very much for your assistance.

7 To develop critical thinking skills/Topersonalise the topic

• Read the rubric loud and give Ss time to writea few sentences in answer to the questions.

• Ask various Ss around the class to read theirsentences to the class.


I really admire Emily Cummins because not only did sheinvent something really clever but it was somethingthat could help people in need in the developing world.I think she managed to achieve that because sheenjoyed making things from scrap materials, but shemust have put a lot of thought and hard work into heridea to make it work, too. I also admire her for givingtalks encouraging people to follow their dreams.That’s a really unselfish thing to do. I definitely thinkwe can all be inspired by this to use our skills and thethings we enjoy to do some good in the world.

1 To predict the content of a text andread for gist

• Elicit what, if anything Ss known about theRoyal Observatory in Greenwich. Then elicitquestions from Ss around the class and writetwo of them on the board. (Where is the RoyalObservatory? What can one do there? What canone see there? etc)

• Give Ss time to read the text and elicit answersto the questions.


I know that the Royal Observatory is in Greenwich,London, England and that it has something to dowith the stars and planets.

What is the observatory most famous for? It is famous for being the place where time begins. What can visitors see and do there? Visitors can touch the prime meridian and stand over

it with one foot in each of the world’s hemispheres.They can also visit London’s only planetarium.


• Ask Ss to read the text again and choose thecorrect word for each gap 1-12.


Answer Key

1 was calculated 6 were not/weren’t 2 touched 7 divides 3 to solve 8 standing 4 their 9 largest 5 had travelled



observatory (n): a building which scientists use towatch the stars

accurate (adj): very exact or precise exactly (adv): completely correct precisely (adv): accurately circle (v): to go around sth physically (adv): relating to the body courtyard (n): a paved open area surrounded by

buildings navigate (v): to find your way with a map; to sail fixed (adj): arranged or decided and not able to be changed hemisphere (n): one of two halves of the Earth planetarium (n): a building where people can learn

about the planets and the stars by watching movingimages of the sky at night using a special machine

refracting (adj): causing light to change direction orseparate when it travels through a lens




Answer Key

imaginary = not real tricky = difficult navigate = sail/steer pinpoint = find the exact position of brilliant = very intelligent


All time zones in the world are calculated from theprime meridian in Greenwich.

The prime meridian is an imaginary line that dividesthe globe into two hemispheres.

The Royal Observatory was set up to solve a trickyproblem; sailors needed to know what the exacttime was to navigate their way around the worldand pinpoint where they were.

Brilliant scientists came up with the idea of theprime meridian.

Culture Cornerc5


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4 To consolidate new vocabularythrough antonyms

• Go through the list of words in the rubric andgive Ss time to match them to their antonymsin the text.


Answer Key

unknown – famous changeable – fixed real – imaginary rarely – often easy – tricky tiniest – largest spread – gathered


Ask various Ss around the class to say three thingsthey have learnt from the text.


I learnt that all world time is calculated from theprime meridian, an imaginary line at the RoyalObservatory in Greenwich, London. I learnt that theRoyal Observatory was set up in 1675 becausesailors needed to know the exact time to navigatearound the world. I also learnt that the meridiandivides the globe into two hemispheres.

6 To develop research skills/To give apresentation about an importantobservatory/science museum in your country




The NEMO Science Museum in Amsterdam issituated on top of the River Ij car tunnel and it’s afantastic ‘hands-on’ science and technologymuseum that is very popular with both children andadults. The remarkable museum, which is built inthe shape of a green ship’s hull, was designed by thefamous Italian architect Renzo Piano and opened in1997. There are many interesting exhibits spread outover 4 ‘decks’ covering areas such as DNA,electricity, the human brain, computers and theorigins of life. In addition, visitors can watchentertaining shows and demonstrations. In thesummer it’s even possible to climb up to the roofdeck café and relax in a deckchair!

1 To read for gist and express an opinion

• Ask Ss to read the adverts quickly and say whatplace each one is for.

• Then elicit which one they would prefer to visitand why.

Answer Key

Advert A is for the London Planetarium, a place whereyou can see images from spacecraft and telescopes.Advert B is for the Science Museum in London with allsorts of exhibits and an IMAX cinema.


I would prefer to visit the planetarium because itsounds like something completely different. I thinkit would be amazing to see real images from spaceand also to do things like landing on Mars.




b) To listen and read for gist

• Elicit Ss’ guesses as to what the dialogue isabout.

• Play the recording for Ss to listen and readand find out.

Answer Key

I think the dialogue is about someone trying topersuade their friend to visit the planetarium.

3 To identify synonymous phrases in adialogue

• Read through the sentences and ask Ss toidentify the ones with a similar meaning in thedialogue.


Answer Key

Why do you think it’s so extraordinary? – What’s sospecial about it?

You’re joking! – You’re kidding! I think that seems good. – Actually, I do like the sound

of that. Oh, please! – Oh, come on! I think I’ll like it. – Well, I suppose it might be fun.

Everyday Englishd5


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Intonation

4 To present/practise intonation whenshowing interest


• Pay attention to Ss’ intonation and pronunciation. • Choose two Ss to read out the example. Ask Ss

to work in pairs and act out similar exchangesusing the prompts.

• Monitor the activity around the class and thenask various pairs to act out their exchanges infront of the class.


A: Why don’t we go to the Blue John Canyon onSaturday?

B: What’s so special about it? A: It’s got caves with beautiful minerals. B: I like the sound of that.

A: Why don’t we go to the Natural History Museumnext week?

B: Is it worth going? A: Yes, it’s got a dinosaur exhibition and a wildlife

garden. B: You’ve convinced me.

Speaking

5 To role play a dialogue persuadingsomeone to visit a place

• Explain the situation. Ss work in pairs and actout a dialogue using the advert and thesentences in Ex. 2 to help them. Ss can use thediagram as a guide.



A: Hey, look at this advert for the Science Museumin London. It sounds fantastic! Why don’t we goon Sunday?

B: The Science Museum? What’s so special aboutit?

A: Well, it’s got lots of interactive exhibits onthings like medicine, computing and space.

B: Hmm … I’m not so interested in science. A: You’re kidding! It says here that there are also

science shows, an IMAX cinema and a flightsimulator.

B: Really? Actually, I do like the sound of that. I likethe idea of the flight simulator.

A: Me, too. Oh, come on! You’ll enjoy it when youget there.

B: Well, how much are the tickets? A: It’s free to get in. B: OK then. Let’s go!


1 To present topic-related vocabulary


• Play the recording. Ss check their answers.Explain any unknown words.

Answer Key

1 C 3 D 5 E 7 G 2 B 4 F 6 H 8 A


• Ask Ss to read the title of the text and the firsttwo sentences.

• Elicit Ss’ guesses in answer to the question inthe rubric.

• Play the recording. Ss listen and follow the textin their books and find out.


I think that Jill Heinerth dives into the ocean depthsand explores caves that no one else has ever been tobefore.


• Ask Ss to read the questions 1-6 and the possibleanswers.

• Give Ss time to read the text again and completethe task.

• Check Ss’ answers and ask them to justify them.

Answer Key

1 B (one of world’s top cave divers; had herphotos published worldwide; won awards forher documentaries; got the world record fordistance travelled underground; first womanto cave dive in Antarctic)

2 D (even though she didn’t know if there wereany (caves) there)

3 A (“We found a dazzling world of sea stars andother curious creatures.”)

4 D ( it was only later that she found out that apiece of ice had crashed into the entrance tothe cave. If she had been near, she would have

Exploratione5

Ernest Shackleton (1874-1922) was an Irishexplorer. He is known for his polar expeditions.



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been killed ... were trapped by strong currentsand only managed to escape by ... Just twohours later, the iceberg shattered)

5 C (Jill freely embraces her fear ... we mustn’tavoid doing things that frighten and challengeus ... if you don’t chase fear, then you’ll berunning away from it for the rest of your life)

6 B (her work may affect future space missions ...One day NASA hopes to send ... 3D mappingdevice to the underwater caves of Europa,one of the moons of Jupiter)

• Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to usetheir dictionaries and look them up.


depths (n): a long way down under the sea/ocean expedition (n): a difficult journey to perform a specific

task e.g. to discover sth make someone’s name (phr): to give sb a reputation

for sth head to (v): to set off towards a place iceberg (n): a huge piece of floating ice in the sea leap of faith (phr): an action that involves believing

sth that is not easy to believe disturbance (n): trouble air bubbles (phr): small balls of air in liquid rough (adj): not smooth; difficult crack (n): a narrow opening between two parts of sth oxygen tank (phr): a container filled with breathable

gas for a diver to use threat (n): danger current (n): the force of moving water handhold (n): a part of sth that protrudes or has a

hole so you can use it to hold onto put someone off (phr v): to deter sb from doing sth embrace (v): to accept sth enthusiastically multimedia presentation (phr): a presentation using

images, sound, video, etc heated wetsuit (phr): a suit for use in the water that

has an inbuilt system for keeping the body warm mapping device (phr): a gadget that can generate

maps of unexplored places


• Give Ss time to match the words in the rubricto the words in bold in the text.


Answer Key

following in the footsteps of = doing the samethings as

diverse = varied dazzling = impressive/beautiful trapped = unable to escape massive = huge embraces = accepts

exhale = breathe out have the best of both worlds = enjoy two different

opportunities




Answer Key

1 descend(ed) 3 crashed into 5 floated 2 plunged into 4 collapsed 6 shattered

Grammar

6 a) To present/revise the causative

• Direct Ss’ attention to the pictures and readout the examples. Elicit when we use thecausative.

• Refer Ss to the Grammar Reference sectionto help them if necessary.

• Elicit an example in the text.

Answer Key

We use the causative when we have arranged forsomeone else to do something for us.

Example in text: She has had her stunningphotographs published worldwide. (l. 4-5)

b) To practise the causative

• Explain the task and read out the example. • Give Ss time to compete the task and then

check Ss’ answers.

Answer Key

2 Jill has had her equipment checked. 3 She will have her new diving mask delivered

tomorrow. 4 Greg had his swollen ankle examined by the doctor. 5 Nick is having his wetsuit repaired.

Speaking & Writing


• Explain the situation and ask Ss to work inpairs and choose roles.

• Ss work together and think of questions andanswers based on the information in the text.

• Ss then act out their interviews in pairs. • Monitor the activity around the class and then

ask some pairs to act out their interviews infront of the class.


A: Hello Jill and welcome to the show. B: Thank you. A: So, tell us what you do for a living.


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B: Well, I go on expeditions to explore underwatercaves.

A: That sounds amazing. You’ve broken somerecords, haven’t you?

B: Yes, I have. I broke the world record for distancetravelled underground, spending 21 hoursunderwater and I became the first woman tocave dive in the Antarctic, too.

A: Now that was the expedition that really madeyour name, wasn’t it, Jill?

B: Yes, that’s right. I explored the caves in thelargest iceberg on the planet there, B-15.

A: What was that experience like, Jill? B: Hard to describe, really. We found a dazzling

underwater world there of sea stars and otheramazing creatures. It was quite dangerous, though.

A: Really? Why’s that? B: Well, while we were in the cave, a piece of ice

crashed into the entrance. We were trapped bystrong currents, too, and only managed toescape by pulling ourselves along by findinghandholds in the ice wall. Just two hours later,the iceberg shattered.

A: Doesn’t this kind of incident put you off cavediving, Jill?

B: No, not at all. I think we should face our fears. A: That’s great. Jill, could your work affect future

space missions? B: Absolutely. A 3D mapping device might be used

on a mission to the underwater caves of Europa,one of the moons of Jupiter.

A: That’s very interesting. Thank you so much forcoming on the show today, Jill. I wish you goodluck with all your future expeditions and otherplans.

B: Thank you so much. It’s been a pleasure.

Vocabulary

1 To present key vocabulary

• Play the recording with pauses for Ss to repeatchorally and/or individually.

• Ask Ss to read the list of words/phrases andexplain/elicit the meanings of any unknown onesand then match some of them to the definitions.

• Choose two Ss to read the example aloud. AskSs to discuss in pairs the importance of eachcharacteristic in helping someone to becomesuccessful.

Answer Key

single-minded = focused doesn’t give up = persistent brave = courageous willing to accept ideas/suggestions = open-minded

looks at the positive = optimistic really wants to be successful = ambitious won’t let anything stop him/her doing sth =

determined


A: I believe that it’s really important to be determinedand persistent if you want to achieve somethingbecause if you don’t give up, you will succeed inthe end.

B: I agree. I also think it’s important to be courageousbecause there are many risks involved when youare trying hard to achieve something; if you wantto start a business for instance.

A: That’s right. So it’s important to be a risk-taker, too. B: Yes. Do you think it’s important to be relaxed, too? A: I’m not sure about that. If you’re too relaxed, you’ll

never achieve anything! B: That’s true, but on the other hand stress can be

really unhelpful. A: I agree. Still, I believe we often think more clearly

when we’re relaxed. B: Maybe. I think you have to be really organised to

succeed. A: Hmm ... That depends on what you want to achieve.

Creativity is more important for some life goals. B: That’s true, and the same for being clever. Some

people weren’t top of the class at school, butthey are still successful. I think ambition,optimism and determination are the mostimportant characteristics. What do you think?

A: I agree. A positive attitude helps a lot, and if youhave ambition you are usually really determined.

B: The same goes for confidence. If you believe youcan achieve something, I think you probably willeventually.

A: I think so, too.

2 a) To introduce the topic of the text

Elicit what, if anything, Ss know about ThomasEdison.


I know that Thomas Edison was an Americaninventor who was born in the 19th century. He isbest known for inventing a working light bulb.

b) To read for gist

• Read the quotation aloud and elicit what Sscan infer about his personality from it.

• Play the recording. • Ss listen and follow the text in their books

and check.


I think that Thomas Edison must have been anextremely clever person. I also think he must havebelieved in working really hard to achieve your dreams.

The road to successf5


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3 a) To read for comprehension

• Ask Ss to read the headings A-H and givethem time to read the text again and matchthem to the paragraphs.


Answer Key

A 6 (Incredibly, by the end of his life he held 1,093patents and he is responsible for moreinventions than any other inventor in history)

B 3 (Would you believe, though, that as a childhis teacher told his mother that he was tooslow to learn)

C 7 (“Many of life’s failures are people who donot realize how close they were to successwhen they gave up,”)

D 1 (If you want to write a book, aim to write achapter every day.)

E 8 (Scientists now agree that relaxation andshort naps can improve our concentrationand creativity.)

F 4 (… historians have so far discovered around4 million pages of Edison’s notes….)

G 5 (So, what are you waiting for. Tap into yourinner genius and get busy achieving yourdreams)


genius (n): sb with a very great and rare naturalability or skill, especially in science or art

alkaline battery (phr): device that produces electricityto provide power for machines and gadgets withoutusing acid

projector (n): a machine for showing films/imageson a screen/surface

patent (n): the right to make/sell an invention for anumber of years

undoubtedly (adv): without a doubt failure (n): when sb/sth does not succeed; loss filament (n): the part inside a light bulb that heats

up and gives off light burn up (phr v): to be destroyed by fire anew (adj): all over again from the start push oneself (phr): to encourage oneself to

continue to try hard/succeed reach one’s goals (phr): to succeed in doing what

you set out to do set oneself a target (phr): to aim to achieve a fixed

goal skill (n): an ability to do an activity or job well trick (n): an effective or quick way to do sth under pressure (phr): having stress or worry nap (n): a short sleep during the day concentration (n): thinking carefully about sth flow (n): to move in one direction smoothly and

continuously inner (adj): relating to the inside of sth

b) To identify the author’s purpose

Read the rubric aloud and elicit answers withreasons from Ss around the class.


The author’s purpose in writing this article was topersuade the reader to believe in something and dotheir best to make it come true. By using ThomasEdison’s life as an example, the writer is trying topersuade the reader that they should work hard andbe persistent in order to achieve their dreams in life.

Grammar

4 To revise quantifiers and countable/uncountable nouns

• Give Ss time to complete the task. Refer Ss tothe Grammar Reference section for details.Then elicit examples in the text.

• Elicit which of the words in bold we use withcountable/uncountable nouns/both.

Answer Key

1 none 6 All 11 a great deal of 2 a little 7 Both 12 either 3 much 8 Few, many 13 any 4 hardly any 9 several 5 a lot of 10 many


Examples in the text: Most people, many morethings, many of his inventions, we all, a few tips,Many of life’s failures, All our mistakes, under alittle pressure, you’ll be amazed by how much, withseveral small metal balls, many new ideas

countable nouns: every, a few, few, many, several uncountable nouns: a little, much, little both: none, a small amount of, hardly any, a lot of,

all, either, both, a great deal of, or, any




Answer Key

1 practical 4 contributed to 7 on 2 long-lasting 5 out 3 reach 6 fell, deep


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Answer Key

had a hand in = participated in give up = stop trying stepping stones =a way to make progress intolerant of = not willing to accept/put up with try taking a leaf out of Edison’s book = behave the

same way as Edison effective = successful drift off to sleep = slowly fall asleep scribble down = write down quickly stuck on = unable to do wander = move from topic to topic tap into = make use of

7 To analyse quotations

• Ask Ss to read Edison’s quotations in the textagain and explain them.

• Then ask various Ss around the class to saywhich ones are the most inspirational and why.


“Genius is 1% inspiration and 99% perspiration.” –To achieve something truly amazing requires a goodidea or a small amount of creativity, but mostly it’sdown to a lot of hard work.

“Many of life’s failures are people who did not realisehow close they were to success when they gave up.” –People often fail in life because they give up too soon.

“There is great value in disaster. All our mistakes areburned up and we can start anew.” – Disastersaren’t necessarily bad. They erase your mistakes andyou have the chance to start again.

I find the first quote the most inspirational becauseit suggests that everyone has the potential toachieve something really great if they are willing toput in the effort.

8 To develop critical thinking skills/Toanalyse Edison’s success and express personalgoals

• Read the rubric aloud and give Ss time to thinkof their answers and then write a few sentences.

• Ask various Ss around the class to read outtheir sentences to the rest of the class.


Thomas Edison was a genius, but his success camebecause he never gave up trying. Even after failingmany times, he tried to see his failures in a positive

way. He also worked extremely hard and set targetsfor himself. He understood the importance ofrelaxing to improve his concentration and creativity.Finally, he kept journals in which he wrote down allhis ideas. All this inspires me to feel more confidentabout being able to achieve my dreams in lifebecause Edison clearly believed that everyone iscapable of reaching their goals.

9 To develop research skills/To give apresentation on Thomas Edison

• Explain the task and give Ss time to find outmore information about Edison on the Internet.




Thomas Edison was a very curious as a child andwas always asking questions. He was a poorstudent, however, as his mind often wandered. Hebuilt his first lab at the age of only 10 and used allhis spare money to buy chemicals for experiments.Around the age of 12, Edison lost almost all hishearing, but he saw it as an advantage as it helpedhim concentrate on his experiments better. In 1869,when Edison was only 22, he got his first patent fora vote-recording machine. Unfortunately, it wasnever used, so from that point on, Edison onlyinvented something if there was a need for it.Edison had various jobs during his early life such asa telegraph operator and a printing machinemechanic. Then he set up an ‘invention factory’ inNew Jersey. He said, "I never quit until I get whatI'm after. Negative results are just what I'm after.They are just as valuable to me as positive results."Edison worked long hours and expected a lot fromhis employees.

Vocabulary & Speaking

1 To introduce the topic, present keyvocabulary and generate topic-relatedvocabulary


• Pay attention to Ss’ intonation and pronunciation. • Elicit suggestions of more jobs for each category

and then read out the example and elicit whichjobs Ss might like to do in the future.

Skillsg5


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deal with people – waitress, bank cashier start your own business – open a dance studio,

manicurist have a 9-5 job in an office – human resources assistant,

typist be the boss – a chief editor, store manager work from home as a freelancer – online teacher, writer become a professional – vet, professor have a skilled job – carpenter, painter work in the armed forces/emergency services –

ambulance driver, naval officer become a famous celebrity – TV presenter, DJ

I might like to start my own business in the future;maybe something like a web design business,because I’d like to be my own boss. I really wouldn’tlike to be a famous celebrity, though; I think itwould be far too much pressure.

2 To talk about the importance of certainfactors for certain jobs

• Go through the factors in the spidergrams withSs. Ask Ss to discuss in closed pairs whichfactors they think are the most important foreach of the types of jobs in Ex. 1 following theexample. Ss can use their own ideas as well.

• Monitor the activity around the class offeringhelp if necessary. You can ask pairs to discussthe different types of jobs listed in Ex. 1 e.g. PairA can discuss jobs which deal with people, Pair Bcan discuss jobs that people choose when theywant to start their own business, etc.


B: ... enjoy challenges a lot, because it can be quitedifficult to set up a business. You also need a lot ofdetermination to succeed and self-motivationbecause you don’t have anyone else to do thingsfor you or tell you what to do.

A: That’s right. What about a job where you haveto deal with people?

B: Well, mostly I think you need sensitivity to othersfor those kinds of jobs and good communicationskills.

A: I agree. I think celebrities need to have goodcommunication skills too, and they also need alot of confidence and maybe natural talent.

B: Yes, you’re right. I think people with skilled jobsneed the right qualifications obviously.

A: That’s true, but also relevant experience can bejust as valuable to them. etc


• Ask Ss to read the questions 1-6 and thepossible answers.

• Play the recording. Ss listen and complete thetask. Check Ss’ answers.

Answer Key

1 2 3 3 5 2 2 2 4 2 6 3

1 To predict the content of the text

• Explain the task and allow Ss time to completeit.

• Elicit Ss’ guesses in answer to the questions inthe rubric.

• Play the recording and allow Ss to check theiranswers.


• Allow Ss some time to complete the task. • Ss compare their answers with their partner. • Check Ss’ answers.

Answer Key

A 1 C 4 E 6 G 7 B 2 D 8 F 5



brain (n): the organ inside the head that controlsthought, memory, feelings and activity

organ (n): a part of the body which performs aparticular job such as the brain, the heart and lungs

hunger (n): the feeling of needing to eat thirst (n): the feeling of needing to drink determine (v): to decide identity (n): who a person is hemisphere (n): half of a sphere nerve fibres (phr): a group of long thin threads that

carry information between the brain and other partsof the body

profound (adj): deep and meaningful


• Ss work in pairs and talk about three things theyremember from the text.



The brain weighs around 1.4 kg. The left hemisphereis responsible for the right side of the body and viceversa. The right side of the brain is dominant inartists.

Curricular: Scienceh5


4 To do an internet quiz about left/rightside brain dominance and report back to theclass

• Explain the task and ask Ss to do an Internetsearch to find a quiz that tests which side ofthe brain is dominant.

• Ask Ss to do the quiz and mark down theirresults and then report back to the class.


(Ss’ own answers)


• Ask Ss to read the rubric and the underlinedkey words and then give them time to answerthe questions.

• Check Ss’ answers. • You can refer Ss to Writing Bank 1 before

answering the questions.

Answer Key

1 short story competition, magazine readers will readit

2 past tenses will be used 3 I must begin the story with the words. ‘It seemed

like an opportunity too good to miss.’ 4 The story could be about a great opportunity

that someone is offered, for example to takepart in an exciting activity and something thathappens while the person takes part.

5 Between 120-180 words. 6 I can begin the story with the weather, who was

involved, what they were going to do & whenthe story took place, feelings of those involved. Imight end it with what happened in the end andhow the characters felt.

2 To analyse the structure of a modelessay

• Ask Ss to read the model and match theparagraphs to the elements in the rubric.


Answer Key

sets the scene: para 1 describe the events in the order they happened: 2 & 3 include direct speech: paras 2 & 4 describe the characters’ feelings: para 1 & 4 includes the climax event: para 3

3 To order the events in a story

• Ask Ss to read the story again and then readthe events A-H and order them.

• Check Ss’ answers. Ask Ss to use the events tosummarise the story in their own words usingappropriate time sequence words.

Answer Key

A 3 C 1 E 2 G 4 B 5 D 8 F 7 H 6


One day last April, we arrived at The Devil’s Drop inthe rain. First of all, we crawled down a tiny darktunnel. Finally, we reached a huge cave. Suddenly,we heard a crack and water started to fill the cave.We looked for a way out and then we saw a narrowtunnel. I was crawling along the tunnel when icywater gushed into it. Finally, to my relief, Harry andSam pulled me out.

4 a) To identify descriptive language(adjectives)

• Read out the Study Skills box and explainthat this tip will help Ss complete the tasksuccessfully.



Answer Key

adventurous members of the potholing club tiny dark tunnel slow dripping of water cool dampness huge cave glistening stalactites and stalagmites thundering crack icy water fresh air

b) To identify descriptive language(adverb – verb collocations)



Answer Key

1 heavily 3 anxiously 5 violently 2 frantically 4 slowly

5 a) To identify descriptive language(verbs)

• Explain the task and ask Ss to copy thetable into their notebooks and complete itreferring back to the model story.


Writingi5

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98

Answer Key

move – crawl, reach, hurry, gush look – search say – yell see – spot

b) To practise descriptive language(verbs)


• Elicit answers from various Ss around the class.

Answer Key

A 1 crept 2 spotted 3 ran

B 1 staring 3 noticed 5 grinning 2 drifting 4 approaching

6 To practise using descriptive language

• Explain the task and give Ss time to complete it. • Check Ss’ answers around the class.

Answer Key

1 waited nervously 6 fantastic 2 crept 7 excited 3 peered 8 powerful 4 huge 9 rock violently 5 deep 10 absolutely terrified

7 a) To identify writing techniques in amodel

Ask Ss to read the theory and then look backthrough the story and say which techniqueswere used.

Answer Key

to begin – creating atmosphere by describing theweather, people, setting the scene; expressing thecharacters’ feelings/mood

to end – expressing the characters’ feelings/mood;using direct speech

b) To identify beginnings/endings tostories and the techniques used in them

• Ask Ss to read the extracts A and B andelicit which one is an ending and which oneis a beginning to a story.

• Then elicit which techniques have been used.

Answer Key

A: ending (expressing the characters’ feelings/mood, using direct speech)

B: beginning (creating atmosphere by setting thescene and describing the weather, asking arhetorical question, creating suspense/mystery)

8 a) To analyse a rubric/To prepare for awriting task

• Ask Ss to read the rubric, underline the keywords and answer the questions in pairs.


Answer Key

Key words: short story competition, must begin: Itwas risky, but I knew I wanted to try it. story (120-180 words)

1 I should write a short story. I must begin with thesentence in the rubric.


2 The story could be about some friends whodecide to take part in a dangerous activity andthen something goes wrong.

3 I could set the scene by describing the weather,talking about the characters’ feelings anddescribing when/what time the story ishappening and what the friends are going to do.

4 I could make the story more interesting byincluding interesting adjectives/adverbs/verbsinstead of simple ones and by including appropriatetechniques for beginning/ending the story.

b) To listen for ideas

• Ask Ss to copy the paragraph plan into theirnotebooks.

• Play the recording. Ss listen and make notesunder the headings in the plan.


Para 1: freezing cold but sunny day, cave divingclub, dangerous ice caves in the frozen lake, arrivedchatting excitedly

Para 2: dived into freezing water, entered first cave,spectacular view, then awful cracking sound aboveme

Para 3: horror, cave wall began to collapse, felt anarm pulling me, noise of ice breaking, reached thesurface, Liam saved me

Para 4: everyone relieved, shaking with cold and fearbut happy to be alive

9 To write a story

• Refer Ss to Writing Bank 5 for more detailsand practice.

• Give Ss time to write their story using theiranswers from Ex. 8 and the plan, then check Ss’answers.



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It was risky, but I knew I wanted to try it. The cavediving club had never explored the dangerous icecaves in the frozen lake before, but it seemed liketoo incredible an opportunity to miss. We set outearly on a freezing cold but sunny day and arrived atthe lakeside chatting excitedly.

Before I knew it, we had all dived quickly into thefreezing water in our heated wetsuits. When Ientered the first cave cautiously, the view wasabsolutely spectacular with icy stalactites andcolourful creatures all around. Then, suddenly, therewas an awful cracking sound above me.

I stared in horror as the cave wall began to collapse!But then I felt a rough arm pulling me. I could stillhear the thunderous noise of the ice breaking as Ireached the surface. My friend Liam had saved mefrom being crushed by the ice – just in time!

As the others surfaced, you could see the look ofrelief on everyone’s faces. “I don’t think I’ll ever dothat again!” I said, still shaking with cold and fear,but extremely happy to be alive.

Reading


• Ask Ss to read the title and the first and lastparagraphs in the text and elicit Ss’ guessesand to what the article is about.



The article is about the fact that scientists haverecently discovered more than 1,200 new planetsand that they are hoping to find worlds that may befit for life.


• Ask Ss to read the rubric and elicit the keywords in it and in the headings.



Key words: A – future’s looking good, B – what,discovery, mean, C – what, seems, to show, D –Kepler’s done so far, E – New inhabitable planets, F –Challenges, G – Technology, changed everything,H – History, planet discovery

b) To read for comprehension

• Give Ss time to read the text and completethe task.

• Ss check their answers with their partner. • Ss should justify their answers.


A 5 (In other words, worlds that might be fit forlife.)

B 2 (Finding a signal would be very shocking.Simply because it would tell us that a planetis home to inhabitants with technicalknowledge.)

C 8 *see whole paragraph D 7 (… teams of astronomers have used large,

ground based telescopes to hunt for moreplanets. so far they have found more than500 extra solar planets …)

E 4 (Apart from Kepler’s ability to uncovermultiple new worlds, it also has the ability tofind planets that are the size of Earth …)

F 3 (But these early results for Kepler indicatethat …)

G 6 (Sure, nothing has been found so far, but 30,000 is a big number!)

Listening

3 a) To prepare for a listening task

• Ask Ss to read the rubric and the sentencesand identify the key words.

• Elicit what Ss expect to hear in therecording.


Key words: five different speakers, plans for thefuture, Match, speaker, with the sentences, oneextra sentence, A – how, achieve, dream (will, goingto, plan, soon, etc.), B – how ambitious he/she is

5Skills

NASA (The National Aeronautics and SpaceAdministration) was formed in 1958 and isresponsible for the USA’s civilian spaceprogramme and for aerospace research. It’s mottois “For the Benefit of All”. Its headquarters are inWashington, DC.



(success, determined, etc), C – doesn’t know, whathe/she wants to do (unsure, not certain, job, career,etc), D – just had, career change (job, profession,fired, hired, etc.), E – why, do a certain job (because,particular, especially, etc), F – wants to work withothers (teamwork, co-operation, together, etc)

b) To listen for key information

Play the recording. Ss listen and completethe task.

Check Ss’ answers.


A 2 B 1 C 5 D 3 E 6

Writing


• Read out the rubric and elicit the key words. • Give Ss time to complete the task and then



Key words: letter from, Thomas, Can you seeyourself running your own business one day? ,What would your dream job be like?, moreimportant, make a lot of money, be happy in yourjob, Why?, write, letter, answer, 3 questions, 100-120 words, Remember, rules of letter writing

Dear Thomas, Thanks for your letter. It’s great to hear that your

dad is setting up his own Internet business. I don’t know whether I can see myself running my

own business because it’s too much responsibility.You have to hire and fire people and also make surethat they do their jobs properly. My dream jobwould be something that allowed me to be paid todo something I love, but that’s very rare these days.I would rather be happy in my job than make a lotof money. It can’t be nice to do something you hateeven if you are well paid.

Write back with more news about your dad’sbusiness.

Best wishes, Erin

Speaking

5 a) To prepare to give a talk

• Read out the rubric and explain the task. • Ask Ss to think of words/ideas in pairs and

write them in their notebooks.


Key words: 1.5-2 minute talk, exploration, whypeople, go where no one has ever been before,benefits of expeditions, whether you would go,what kind, ocean, Arctic, desert

Brainstorm: ambition, fame, advances in science,financial, broaden the horizons of knowledge, newmedicines, new species, depths, endangered species,frozen wastes, oil, natural gas, heat, etc.

b) To give a short talk on a topic

• Ss use their notes and the prompts topresent their talk to their partner.

• Monitor the activity around the class, thenask various Ss to give their talk to the class.


There are many reasons why people want to go onexpeditions to places that other people have neverbeen before. Expeditions are usually funded byscientific institutes, universities or privatecompanies and in each case there are importantreasons for the expedition. Firstly, there is the senseof personal achievement that someone will getwhen they do something that no one else has donewhether it is finding something new or unusual orjust expanding the horizons of knowledge.Secondly, there is the fame that goes with such anachievement. The first person that does somethingor goes somewhere will go down in history andnothing can change that. Thirdly, there may be a lotof money in discovering some new place or thing.

Expeditions can bring lots of benefits. A lot ofexpeditions find something that can be used.Expeditions into the rainforests have found plantsthat can be used for medicines. Expeditions to thebottom of the sea and the snow fields of the Arctichave found valuable deposits of oil and natural gasand even if the expedition comes back with nothingthat can be used, just learning about somethingnew can be incredibly rewarding.

I wouldn’t like to go on an expedition because theyare usually dangerous. People have lost their livesgoing to places that no-one has gone to before. Iadmire the people who put themselves at risk in thename of science, but I’m afraid I’m not one of thosepeople.

c) To analyse a model talk

• Play the recording, Ss listen and compare itto their own.

• Elicit comparisons from Ss around the class.


The student talks about the challenge of expeditionsand the thrill people get from seeing or doingsomething for the very first time. The student alsomentions the fact that through film and photography,the people back home can share in what the explorersare seeing. Finally, the student says that they wouldlike to go on an expedition to the bottom of the sea.

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6 To practise word formation




1 natural 3 impressive 5 attraction 2 Scientists 4 mysterious 6 darkness

7 a) To read for gist

Give Ss time to skim the text quickly and elicitwhat it is about.


The text is about a Greek physicist’s suddenbreakthrough and how we can perhaps have similarbreakthroughs.

b) To practise grammar forms incontext

• Give Ss time to read the text again andcomplete the gaps with the correct grammarforms.



1 cried 6 having 2 to share 7 find/are finding 3 rose/would rise 8 are looking for 4 is used 9 will come 5 isn’t/is not

Listening & Reading


• Direct Ss to the title of the text and the photo.Then, elicit suggestions from Ss around the class.



The Moscow Planetarium is the oldest planetarium inRussia but it has changed a lot over the years. In 1990,there was a new observatory with the largest telescopein Moscow. Within 17 years, the Moscow Planetariumbecame bigger and new facilities were added. Todaythere is the Large and Small Star Hall, the Uraniamuseum, the Lunarium interactive museum, the SkyPark, two observatory towers and a 4D movie theatre.



dome (n): the round roof on some buildings whichcan be opened to show the sky

observatory (n): a building with a dome in whichscientists can study the stars, planets and sky

tower (n): a tall structure which forms part of abuilding

diameter (n): a straight line that goes from one sideof a circle to another while passing through itscentre

fibre-optic (adj): using very thin, flexible pieces ofglass through which information is sent

resemble (v): to look like sth module (n): part of a spacecraft which can be removed dock (v): (of a spacecraft) to join a spacecraft to a

space station in space


• Allow Ss some time to reread the text andcomplete the task.

• Check Ss answers asking for justifications.

Answer Key

1 In the Sky park. 2 In the Large and Small Star Hall. 3 In the Large and Small Star Hall. 4 In the Urania museum. 5 In the Large and Small Star Hall. 6 In the Lunarium interactive museum. 7 In the Large and Small Star Hall. 8 In the Lunarium interactive museum. 9 In the Large and Small Star Hall. 10 In the Lunarium interactive museum.

Speaking & Writing


• Allow Ss’ time to prepare their answers,referring back to the text if necessary.


Answer Key

1929: the Moscow Planetarium opened 1934: by then, the Moscow Planetarium had hosted

various astronomical clubs 1960-1975: Soviet cosmonauts trained at the Moscow

Planetarium 1990: there was a new observatory with the largest

telescope in Moscow 12th June 2011: the Moscow Planetarium reopened present: the Moscow Planetarium is an interactive

centre where natural sciences are actively promoted

5Moscow Culture

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4 To develop creativity and criticalthinking skills

• Allow Ss’ time to prepare their answers. Ss canwork in pairs or groups.



In the Planetarium I would like to see moreinteractive exhibits in the Lunarium as well as moreinformation about current and future developmentsin space travel. I’d also like to know more abouthow astronomers work and what they do. I’d like toknow more about the physics behind how thePlanetarium’s projector and how it helps us seecelestial bodies.

5 To present attractions in the MoscowPlanetarium; to develop research skills

• Allow Ss’ time to look up information on theInternet or any other source. Ss can work inpairs or groups.

• Ask Ss to give their presentations to the class.


In the Moscow planetarium’s 4D movie theatre andits observatory towers everyone can have anunforgettable experience. The 4D movie theatre usesstate-of-the-art equipment, projectors and specialeffects to give its audience a great viewingexperience. Images on the screen come into the realand you can have an amazing experience withbreath-taking adventures.

Reading & Listening

1 To introduce the topic and stimulateinterest

• Elicit what Ss know about the topic. • Elicit various questions from Ss around the

class and write three of them on the board. • Play the recording and elicit from Ss if their

questions were answered.


Star City is where cosmonauts are trained beforethey go into space.

I would like to know: 1 how long it takes to train as a cosmonaut. 2 how many people live there. 3 what equipment they have there.

The text doesn’t mention how long cosmonautstrain. It says that 7,000 people live there andmentions replicas of real spacecraft, the centrifugeand a swimming pool to prepare cosmonauts forspace walks.





1 T 3 NS 5 F 7 NS 2 NS 4 F 6 F 8 T



train (v): to learn skills you need to do sth facility (n): a building used for a specific purpose pine forest (n): an area where many pine trees grow traffic jam (n): a queue of cars that can’t move due

to something blocking the road or too much traffic billboard (n): a large advertising sign recreation (n): leisure activities personnel (n): the people who work in a place undertake (v): to accept to do a task planetarium (n): a building where lights and lasers

are used to represent the planets and stars simulate (v): to create or produce sth just like the

original loaded with (phr): putting heavy objects on sth/sb

so it doesn’t move easily rotate (v): to turn in a circular motion capsule (n): a small container, attached to a

spacecraft, where the people sit spin (v): to turn round quickly, twirl jaw (n): the lower part of your mouth and face launch (v): to send or fire into space gravity (n): the force which attracts everything to

the planet blast off (phr v): (for a spacecraft) to take off on a

journey dock (v): to link or hook up a spacecraft to a

docking platform


• Ss match the words. • Check Ss’ answers.


1 to spare 3 replicas 5 submerged 2 tough 4 intensive

5Russia

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• Ss talk in pairs about what they foundinteresting.

• Ask various pairs to report back to the class.


I found the information about the centrifuge themost interesting. I’ve seen this particular piece ofequipment on documentaries about the spaceprogramme and I’d love to be able to try it.


• Give Ss time to look up more information aboutStar City and/or the Russian Space Programmeon the Internet or in encyclopaedias.




Star City hasn’t always had a name; at one time itwas called Military Unit 26266 and only had a staffof 250 people. The cosmonaut training centre wasopened on 11th January 1960 and it wasn’t until1969 that its name was changed to honour YuriGagarin. The centre doesn’t just train Russiancosmonauts, it also trains international specialistsfrom countries like France and India for their ownspace programmes.

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Back in time

In this module, Ss will explore the topics of historictourist attractions, parts of a ship, ways of moving inwater, household duties, features of archaeologicalsites/cities and war and protest.

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Lesson Objectives: To give an overview of the module,to introduce key vocabulary, to listen for gistVocabulary: Historic tourist attractions (The ForbiddenCity, Lascaux Caves, The Lost City of Stone, MountRushmore, carved into stone, depicts, the seat of, ruined,prominent, dating back)

108-109

Lesson Objectives: To read for gist, to read for cohesionand coherence, to revise relative clauses, to describe animaginary scene, to give a report on the sinking of theTitanicVocabulary: Parts of a ship (funnel, stern, lifeboats,deck, prow, passenger cabins); Ways of moving in water(glide, dart, plunge, sink, drag, drift); Verbs (stare, gaze,rip, descend, drown); Nouns (submersible, grave, grandstaircase, promenade deck, iceberg, sheet, wreckage,bronze, remains, hypothermia); Adjectives (lunar,wealthy, colossal, unsinkable, hostile)

110-111

Lesson Objectives: To listen and read for gist, to readfor specific information, to revise clauses, to write adiary entry, to compare life in Edwardian England totodayVocabulary: Household duties (do the cleaning/thewashing-up, bookkeeping, scrub the pots and pans,stocktaking, serve food, polish boots/silver, dust furniture,carry trays of dinner, cook meals, have singing lessons,wash clothes, mop the floor, lay the table, make the beds,iron the clothes); Verbs (polish, intensify, quit, enforce);Nouns (servant, tutor, possession, corset, bookkeeping,stocktaking, code); Adjectives (smooth-running, overjoyed,engrossing, cracked, filthy); Phrases (hit a note, on behalfof, in charge of, do the orders, have a clue, be like a well-oiled machine)

112

Lesson Objectives: To read for gist, to read for cohesionand coherence, to give a presentation on a famous authorfrom the past from your countryVocabulary: Verbs (wander, expose); Nouns (adaptation,debtor, shoe polish, workhouse, social reform, injustice,social justice); Adjectives (vivid, grimy, cruel); Adverb(passionately)

113

Lesson Objectives: Persuading somebody to visit atourist attraction, to learn the intonation of commentingon an experience, to act out a dialogue

114-115

Lesson Objectives: To listen and read for gist, to read forspecific information, to talk about archaeological sites,to give a presentation on a lost city/archaeological siteVocabulary: Features of archaeological sites (tiled path,multi-coloured stone façade, tomb, temple, ruins, ancientcolumns, wreck, colossal statue, cave dwellings); Verbs (loot,excavate, fade, reveal, shield, decay); Phrasal verb (run down);Nouns (civilisation, rubble, ruins, jeep, crack, canyon, wreck,visibility, raider, vendor, spire, reconstruction); Adjectives(mighty, tiled, carved, vibrant, thriving, conquered, tempting,colossal, exhilarating, advancing, heartening)

116-117

Lesson Objectives: To listen and read for gist, to readfor specific information, to learn inversion, to talkabout the Paris CatacombsVocabulary: Subterranean world (pavement cafes, dimly-litwinding staircase, cemeteries, dark narrow tunnels, limestonequarries, catacombs, human skulls, 6 million skeletons, hiddenentrances, manhole covers, concert halls); Verbs (sip,decompose, emerge); Phrasal verb (crave out); Nouns(dungeon, anticipation, inscription); Adjectives (sinister,bustling, sunlit)

118

Lesson Objectives: To talk about protesting, to comparephotographs, to listen for specific informationVocabulary: War & protest (army, vote, defeated, protest,survival, battle, invaded, demonstration, navy, enemies,defend, attack, air force)

Topic

Modular page

6a Shipwrecks

6b Life in the past

6c Culture Corner

6d Everyday English

6e Lost cities

6f Subterranean world

6g Skills

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105


Read the title of the module Back in time and askSs to suggest what they think the module will beabout (the module is about historic touristattractions, archaeological sites and historicalevents). Go through the objectives box to stimulateSs’ interest in the module.

Vocabulary


Direct Ss’ attention to the pictures and elicitwhich places, if any, Ss know and what, ifanything, they know about them.


I have heard of The Forbidden City in Beijing, but Idon’t know much about it. I think there are sometemples there.

I have heard of the Lascaux Caves. There are somevery old cave paintings there.

I have heard of the Lost City of Stone in Petra. Theyfilmed one of the Indiana Jones films there.

I have heard of Mount Rushmore in the USA. It hasthe faces of some past US Presidents carved on it.(George Washington, Thomas Jefferson, TheodoreRoosevelt, Abraham Lincoln)

2 a) To present/practise new vocabulary

• Direct Ss’ attention to the words in the listand explain/elicit the meanings of any thatare unknown.

• Give Ss time to use them to complete thesentences 1-4 and then play the recordingfor Ss to check their answers.

Answer Key

1 carved, destroyed 3 depicts, prominent 2 dating back 4 seat

b) To match descriptions to pictures

• Direct Ss’ attention to the pictures A-D andelicit which sentence (1-4) describes eachone.

• Play the recording. Ss listen and check.

Answer Key

1 C 2 B 3 D 4 A

OVER TO YOU!

To recommend places to tourists toyour country

Elicit answers to the question in the rubric fromvarious Ss around the class.

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Lesson Objectives: To read for gist, to read forcohesion and coherence, to give a report on the role ofwomen during WWII in your countryVocabulary: Verbs (plough fields, harvest crops, triumph);Phrasal verbs (call upon, sign up); Nouns (supplies,ammunition, armed forces, bomb shelter, ambulance, secretagent, weapon); Phrases (war services, voluntary services,take pride in, front line)

120-121

Lesson Objectives: To analyse a model essay, to practiseusing adjectives/adverbs, to write a description of aplace

122-124

Lesson Objectives: To read for specific information, topractise buying a ticket, to listen for specificinformation, to practise word formation, to practise keyword transformations, to write a description of a place

125

Lesson Objectives: To listen and read for gist, to read forspecific information, to talk about the KitaygorodskayaWall, to develop critical thinking skills, to presenthistorical monuments in Moscow, to develop researchskillsVocabulary: Nouns (fragment, invader, bundle)

126

Lesson Objectives: To listen and read for gist, to readfor general comprehension, to present informationabout the Hermitage museum and/or an exhibit/someexhibits found there. Vocabulary: Verbs (range, feature); Phrasal Verb(branch out); Nouns (reign, artefact); Adjectives (sheer)

6h Curricular: History

6i Writing

Skills 6

Moscow Culture 6

Russia 6


106


I would recommend that tourists coming to Russiaon a short trip visit Red Square in Moscow. They cansee the Kremlin wall and towers, built around 1480,and St Basil's Cathedral, finished in 1561. Thesebuildings are very impressive and are probably thebest-known places in Russia. I would alsorecommend a visit to the Hermitage in St Petersburg,because it is the most famous art museum in theworld.

Vocabulary

1 To present topic-related vocabularyand match it to a picture

• Give Ss time to match the words to the lettersin the picture.


• Play the recording again with pauses for Ss torepeat chorally and/or individually.

Answer Key

1 B 2 A 3 C 4 E 5 F 6 D

Reading


Elicit what, if anything Ss know about the Titanic.


The Titanic was a large British ocean liner that sankin April, 1912 during its maiden voyage to New Yorkfrom Southampton, England when it hit an iceberg.About 1,500 people died.

b) To predict the content of the textand read for gist

• Read the rubric aloud and elicit Ss’ guessesin answer to the question.



I think I would see a large shipwreck with lots ofrecognisable features.


• Ask Ss to read the sentences 1-8 and then toread the text again and complete the task.

• Elicit which words helped Ss to decide on theiranswers.

Answer Key

1 2 3 1 5 2 7 2 2 2 4 3 6 1 8 3



submersible (n): a small submarine stare (v): to look at sth/sb steadily lunar (adj): relating to the moon iceberg (n): a large piece of floating ice in the sea;

glacier grave (n): a place in the ground where a dead

person is buried gaze (v): to look at sb/sth for a long time in

thought or admiration grand staircase (n): a large elaborate flight of stairs promenade deck (phr): the part of a large ship where

the passengers can walk wealthy (adj): rich; having a lot of money sheet (n): a large flat thin piece of sth rip (v): to tear colossal (adj): very large wreckage (n): a badly damaged object; the remains

of sth after it has been damaged descend (v): to move down bronze (n): a brown metal made of copper and tin remains (n): sb’s dead body drown (v): to die by being unable to breathe

underwater hypothermia (n): a serious medical condition in

which sb’s body temperature falls very low hostile (adj): not suitable for life; inhospitable unsinkable (adj): impossible to sink


• Give Ss time to match the words in bold in thetext to the words in the rubric using theirdictionaries to help them if necessary.


Beijing is the capital of the People’s Republic ofChina. It is located in northern China and is one ofthe most populous cities in the world.France is a country in western Europe. Its capitalcity is Paris. Its official language is French.Petra is a historical city in Jordan in Asia. It lies onthe slope of Mount Hor and attracts a lot oftourists every year. The city was established in312 BC and is a UNESCO World Heritage Site.South Dakota, USA is a state in the midwesternUS. Its capital city is Pierre. It is named after theLakota and Dakota Sioux American Indian tribes.Ming Dynasty (1368-1644) was founded by ZhuYuanzhang and it became one of the most stabledynasties in China.


Shipwrecksa6


107

Answer Key

thrown = scattered moves smoothly = glides front part of a ship = prow look at steadily = stare not friendly = hostile felt = experienced extremely cold = icy collided with = crashed into

5 To present new vocabulary

• Read out the list of words and give Ss time toreplace the words in bold in the sentences inthe correct form.


Answer Key

1 dragged 3 darted 5 sank 2 plunged 4 glided 6 drifted

Grammar

6 a) To revise relative clauses

• Elicit words that introduce relative clauses(who, which, whose, whom, when, why,where). Write on the board:

The man who lives next door just called you. This book, which Jane bought me, is based

on a true story. • Elicit which of the two relative clauses in

the examples is important to the meaningof the main sentence (1st). Explain that thisis a defining relative clause which cannot beomitted or put in commas. Ss compare withthe second example.

• Give Ss time to identify relative clauses inthe text.


• Elicit answers from Ss around the class andwhich ones are defining/non-defining.

Answer Key

… which collided with an iceberg and plunged …(non-defining)

… where the wealthy passengers … (defining) … who heroically went down with the ship (non-

defining) … who died in the disaster (defining) … when man realised … (defining)

b) To practise relative clauses

• Explain the task and read out the example. • Give Ss time to complete it then check Ss’

answers.

Answer Key

2 Jenny, whose great-grandfather was on the‘Titanic’, is doing the same course as me.

3 The reason why not many people have visitedthe wreckage of the ‘Titanic’ is that it costs alot.

4 It was 2:20 am when the ‘Titanic’ sank. 5 Shirley, who is my neighbour, is studying History

at university. 6 That’s the spot where the ship hit an iceberg. 7 The ‘Queen Elizabeth’, which is an enormous

cruise ship, sailed its maiden voyage in 2010.

Speaking & Writing


Play the recording, Ss listen and read the textagain and write a few sentences about what theyfound the most interesting and why.


I found it interesting that so much of the ship hassurvived under the sea after 100 years. I also foundit interesting that they didn’t find the ship’s funnels.

8 To describe an imaginary scene

• Explain the situation and give Ss three minutesto write some sentences describing theimagined scene and their feelings.

• Ask various Ss around the class to read theirsentences to the class.


The scene is total chaos. People are crying andscreaming and running around. There are notenough boats and only a few passengers are beingloaded into them. People are panicking because theyrealise we may end up in the water. I am terrified.


• Give Ss time to look up information on theInternet about the ‘Titanic’ and write theirparagraphs. Then ask various Ss to read theirparagraphs to the class.

• Alternatively, assign the task as HW and ask Ssto read out their paragraphs in the next lesson.


The ‘Titanic’ was part of the White Star Line. Theship hit the iceberg 4 days into its journey and itsank 2 hours and 40 minutes after it hit. There were2,200 passengers and crew in total and only 20lifeboats. Only 705 people survived. The water was 2degrees below freezing and almost all the peoplewho were in the water died within minutes. Only 13people were pulled from the sea into the lifeboats.At 4 am, a ship called the ‘Carpathia’ came to helpthe survivors.


Vocabulary

1 To introduce vocabulary and talk aboutyour daily life

• Read out the list of household duties andexplain/ elicit the meanings of any unknownwords.

• Ask various Ss around the class to say which ofthe activities they do/don’t do.


I do the washing-up and make my bed every day. Isometimes lay the table and dust the furniture. Inever cook meals or do bookkeeping or stocktaking.

Reading


• Ask Ss to read the introduction and suggestwhat they think life was like in Edwardiantimes.

• Play the recording. Ss to listen and read thetext and find out.


I think life would be very different depending onwhether you were rich or poor. If you were rich, lifewould have been very easy but if you were poor, lifewould be hard.

3 a) To read for specific information

• Ask Ss to read the questions 1-15 and thenread the text again and choose the correctperson A-D for each one.


Answer Key

1 E 3 E 5 B 7 D 9 E 11 C 2 D 4 B 6 E 8 C 10 B 12 B



servant (n): sb employed in sb’s house, doing jobssuch as cooking and cleaning, especially in the past

smooth-running (adj): operating without problems hit a note (phr): to successfully sing/play the correct

musical note tutor (n): a teacher who teaches sb on an individual

basis possession (n): sth sb owns; property

on behalf of (phr): for sb else in charge of (phr): responsible for sth/sb overjoyed (adj): very happy corset (n): a type of undergarment to make sb look

slimmer do the orders (phr): complete an ordering process bookkeeping (n): keeping accounts stocktaking (n): the counting of all the goods,

materials, etc kept in a place have a clue (phr): to understand sth polish (v): to clean sth with a cloth to make it shine intensify (v): to make sth greater, more serious or

more extreme quit (v): to give up/stop doing sth enforce (v): to make people obey a law/rule code (n): a set of rules/principles used by a group of

people be like a well-oiled machine (phr): to work very

well engrossing (adj): very interesting cracked (adj): damaged with thin lines on its surface filthy (adj): very dirty


• Go through the list of words in the rubricand give Ss time to match them to thewords in bold in the text.



Answer Key

sure of myself = confident not loose = tight really = truly amenities = comforts very happy = overjoyed teacher = tutor hint = clue dirty = filthy interesting = engrossing idea = taste got stronger = intensified woke up = rose

Life in the pastb6

The Edwardian period (1901-1910) followed theVictorian era (1837-1901) and it covers the reign ofKing Edward VII in the UK. During this period, theBritish class system was very rigid. Changes in theeconomy provided more social mobility. Rapidindustrialisation increased economic opportunities.The period was followed by World War I (1914-1918).


108


109

4 Match headings to paragraphs

• Explain the task to the Ss. • Give them some time to complete it. • Choose Ss to give their answers to the class.

Answer Key

1 6 2 4 3 6 4 1 5 3

Grammar

5 To practise clauses

• Explain the task and give Ss time to completeit. Refer Ss to the Grammar Reference sectionfor details.


Answer Key

1 Now that the staff have finished their work,they can relax.

2 Cleaning the rooms took so long that I didn’t gettime for a break.

3 Lord and Lady Finch eat upstairs whereas thestaff eat in the kitchen.

4 A maid quit and as a result we had to workmuch harder.

5 Although it was raining, Lady Acton insisted ongoing horse riding.

6 Make sure the car is ready in case Lord Cawleyneeds it.


Allow Ss some time to prepare their answers. Elicitanswers from Ss around the class.


The family lived upstairs and the servants workeddownstairs. The family members lived a life ofleisure going horse riding and taking singing lessons.The servants worked very hard and had to followorders. The housekeeper was in charge of all themaids and the butler was in charge of the footmen.The housekeeper did the orders, the bookkeepingand stocktaking. The footmen polished boots andsilver and carried huge trays of dinner. The kitchenmaids did the washing-up and the mopping.

Speaking & Writing

7 To personalise the topic; to write adiary entry

• Explain the task and give Ss time to write ashort diary entry.

• Ask various Ss around the class to read theirdiary entry to the rest of the class.


Today I woke up and went horse riding after breakfast.Later I had a singing lesson with my tutor and I think Iam really improving. For the rest of the day, I wasquite bored. I read for a while and then I had dinnerwith my family and went to bed quite early.

8 To compare and contrast life inEdwardian England to life today

• Explain the task and give Ss three minutes towrite a few sentences comparing life then andlife now.

• Ask various Ss around the class to read outwhat they have written to the class.


Life in Edwardian England was very different totoday. They had servants whereas today we don’t.These servants lived and worked in other people’shouses, but that doesn’t really happen today. Womenwere the property of their father or their husbandand that’s not true today. Women didn’t have muchfreedom and weren’t allowed to speak out which isnot the case nowadays. Today we have much busierlives than in Edwardian times and people are equal insociety whether they are rich or poor.

1 To present the topic and read for gist

Read the rubric aloud and ask Ss to give Ss’ timeto read the text to find out the answers to thequestions.


Charles Dickens was an English writer in Victoriantimes. His novels were about life and ordinarypeople in the 19th century.

2 To form words from their derivatives

• Ask Ss to read the text again and think of asuitable word for each gap 1-6.



1 adaptions 3 growth 5 education 2 inspiration 4 unbelievable 6 celebration(s)


Culture Cornerc6


110


exhibition (n): a display/showing of sth vivid (adj): bright and colourful wander (v): to walk around aimlessly grimy (adj): dirty debtor (n): sb who owes an amount of money to sb shoe polish (n): a substance used for cleaning shoes expose (v): to uncover sth cruel (adj): harsh and unkind workhouse (n): a place where people lived and

worked very hard because they had nowhere else tolive

social reform (n): improvements in situations insociety

injustice (n): unfairness awareness (n): knowledge that sth exists social justice (n): fairness in society


• Explain the task and give Ss time to complete itusing the words in the list.


Answer Key

1 theme 3 grimy 5 aspects 7 child 2 vivid 4 draw 6 cruel 8 social


• Go through the words/phrases in the list and giveSs time to match them to the words/ phrases inbold in the text using their dictionaries ifnecessary.


Answer Key

walking around = wandering commerce = trade strongly = passionately very dirty = grimy increase = growth uncovered = exposed continuously = constantly unfairness = injustice


Ask various Ss around the class to say three thingsthey remember from the text.


I remember that Charles Dickens lived in the 1800sand wrote about life in London. I remember hewrote 35 novels and the 200-year anniversary of hisbirth was in February 2012.

6 To give a presentation on a famousauthor from the past in your country

• Explain the task and give Ss time to look up allthe necessary information on the Internet.Then ask various Ss to present their informationto the class.

• Alternatively, Assign the task as HW and ask Ssto give their presentation in the next lesson.


Count Leo Tolstoy was born in 1828, not far fromthe Russian city of Tula. His family were aristocratsand wealthy, but the young Leo did not do well atuniversity. He joined the army and fought in wars;later he travelled around Europe and settled downto write some of the world's greatest novels. Hissubject was society, from the lowest levels to thehighest. Later he wrote books about religion, andraised awareness of social injustice. The majorthemes in the books are families, love, and war, andalso the Russian countryside and the customs andbeliefs of its people. Some of the most famous titlesare War and Peace (1869) and Anna Karenina(1878). Leo Tolstoy died in 1910, and was mournedall over the world.


Direct Ss’ attention to the adverts and ask Ss toread them. Elicit what Ss may be interested inseeing at each place.


I would be interested to see where Charles Dickenslived and the desk where he wrote his stories. Iwould also be interested in visiting the Globe Theatreand learning about Elizabethan special effects.




b) To predict the content of a dialogueand listen and read for specific information

Elicit Ss’ guesses in answer to the questions inthe rubric and then play the recording. Ss listenand read the dialogue to find out.

Everyday Englishd6


111

Answer Key

They are at Shakespeare’s Globe Theatre in London. They have been on the tour and now they are

looking around the exhibition. They are going to see a play (A Midsummer Night’s

Dream) at the theatre tonight.

3 To find synonymous phrases in adialogue

Read the phrases in the rubric and elicit thesynonymous ones in the dialogue from Ss aroundthe class.

Answer Key

What a great idea! – What a brilliant idea! Yes, it was quite an experience. – Yes, it was well

worth it. I’ve just thought of something. – I’ve just had a

great idea. I feel the same way. – Me too./So do I.

Intonation

4 To present/practise intonation whencommenting on an experience



Speaking

5 To role play a dialogue persuading sbto visit a tourist attraction

• Explain the situation and ask Ss to work inpairs and act out a dialogue using the diagramas a guide.



A: The exhibits were great, weren’t they? B: Yes, they were. I really enjoyed seeing Dickens’

writing desk and chair. A: Me too. The letters, manuscripts and photos

were fascinating as well. B: Yes. Shall we look around the special Oliver

Twist exhibition now? A: I’d love to. Look at this display! B: That’s interesting! Hey, I’ve just had a great idea. A: What’s that? B: Why don’t we try to get some tickets to see

Oliver! the musical at the theatre tonight? A: What a brilliant idea! Let’s finish looking round

the exhibition and then go to the café for sometea.

B: Sure.

Vocabulary

1 a) To present topic-related vocabulary


• Pay attention to Ss’ intonation andpronunciation. Explain/Elicit the meaningsof any unknown words.

b) To describe pictures using topic-related vocabulary

Direct Ss’ attention to the pictures and askvarious Ss around the class to describe themusing the vocabulary presented in Ex. 1a.


In picture A, there is a multi-coloured stone façade. In picture B, there are some ruins underwater. In picture C, there are some cave dwellings. In picture D, there is a temple.

Reading


• Elicit Ss’ guesses as to what the places in thepictures have in common.



I think the places are all abandoned cities that havebeen rediscovered. They are all of archaeologicalinterest.


• Ask Ss to read the questions 1-15 andunderline the key words.

• Then give Ss time to read the text again andmatch each place (A-D) to the questions.


Answer Key

1 D 4 C 7 A 10 D 13 A 2 A 5 A 8 D 11 B 14 B 3 B 6 C 9 B 12 B 15 D



civilisation (n): the culture and way of life of a societyat a certain period in time

Lost citiese6


112

rubble (n): piles of broken stones after a buildinghas collapsed

ruins (n): the remains of an old building/town mighty (adj): very strong/powerful jeep (n): a 4-wheel drive vehicle crack (n): a narrow gap between two parts of sth tiled (adj): having tiles fixed to it (tile: piece of

stone/ ceramic) canyon (n): a large valley with steep sides carved (adj): cut from sth in order to form sth vibrant (adj): brightly coloured thriving (adj): growing, rich, busy conquered (pp): defeated in battle loot (v): to steal from damaged or abandoned

buildings excavate (v): to dig sth out of the ground carefully fade (v): to become less apparent/visible reveal (v): to uncover sth tempting (adj): making you want to do/have it wreck (n): the remains of a ship underwater colossal (adj): very large visibility (n): the ability to see objects clearly shield (v): to protect sth from sth else run down (phr v): to cause sth to lose power raider (n): sb who invades and loots a place decay (v): to become gradually damaged by nature exhilarating (adj): very exciting vendor (n): sb who sells sth advancing (adj): coming closer spire (n): the tall pointed part of a tower reconstruction (n): the building of sth again to

make it how it was originally heartening (adj): making you feel happy and positive


• Give Ss time to complete the phrases with thewords in the list referring back to the text ifnecessary.


Answer Key

1 security 5 rock 9 business 2 electric 6 advancing 10 breath 3 canyon 7 treasures 4 fairytale 8 rays




Answer Key

1 humidity 5 plunged into 9 deserted 2 rubble, collapsed 6 shielded 10 tempted 3 abandoned 7 battle 4 crack 8 flames

Speaking & Writing

6 a) To consolidate information in a text

Elicit a variety of answers around the class.


Petra is carved out of red, white and pink sandstoneon a cliff face. There are dozens of tombs andtemples there.

Alexandria was the home of the Lighthouse ofPharos, one of the Seven Wonders of the AncientWorld. Its ruins are 8 metres below the sea in theharbour.

Mesa Verde is in Colorado. It is the abandoned cavedwellings of the Asanazi, an ancient Native Americantribe.

Angkor Wat was once a wealthy city. It is underthreat from humidity and advancing jungle, butreconstruction and preservation is taking place.

b) To expand the topic/To developcritical thinking skills

• Read the rubric aloud and give Ss threeminutes to write a few sentences in answerto them.

• Ask various Ss around the class to read theirsentences to the rest of the class.


It is important to preserve archaeological sitesbecause it is a link to our past. We can learn a lotabout the future by looking at the past and I think itis important to preserve our heritage for futuregenerations.

I enjoy visiting historic sites because I like historyand I like learning about how people lived in thepast.

Alexandria is a big city in Egypt, Africa. It is alsoEgypt’s largest seaport and extends about 32 kmalong the coast of the Mediterranean Sea. Peoplealso call it ‘The Mediterranean’s Bride’ or ‘The Pearlof the Mediterranean’. Its official language is Arabic.Cambodia or the Kingdom of Cambodia is acountry in southeast Asia. Its capital city is PhnomPenh and its official language is Khmer.The Seven Wonders of the Ancient World are:Great Pyramid of Giza, the Hanging Gardens ofBabylon, the Temple of Artemis at Ephesus, thestatue of Zeus at Olympia, the Mausoleum atHalicarnassus, the Colossus of Rhodes and theLighthouse at Alexandria.



113

7 To develop research skills; to give apresentation on another lost city orarchaeological site

• Explain the task and give Ss time to look upinformation about another lost city orarchaeological site and write about it coveringthe points in the rubric.

• Ask various Ss around the class to present theirlost city or archaeological site to the class.



Macchu Picchu in Peru is also called ‘The Lost City ofthe Incas’. It was built in the 15th century at theheight of the Incan Empire but then it was forgottenfor centuries. It may have been a palace of theemperor Pachacuti or it may have been a religiousplace, but it was deserted only 100 years after it wasbuilt. It is only 50 miles from Cuzco, the Inca capital,but the Spanish conquerors could not find it.

It was rediscovered in 1911 by an Americanhistorian and explorer called Hiram Bingham whowas led there by the local Quechuan people.


1 a) To present topic-related vocabulary

• Play the recording with pauses for Ss to listenand repeat chorally and/or individually. Payattention to Ss’ intonation and pronunciation.

• Then elicit the L1 equivalents from Ss aroundthe class.

(Ss’ own answers)

b) To predict the content of the textand listen and read for gist

• Elicit Ss’ guesses as to how the words/phrases in Ex. 1b could be related to Paris.

• Play the recording. Ss listen and follow thetext in their books and find out.


They all relate to the Paris Catacombs.


• Explain the task to the Ss. • Give them some time to complete it. • Choose Ss to give their answers to the class.

Answer Key

1 2 3 2 5 3 7 1 2 1 4 3 6 2 8 2



sip (v): to drink sth slowly in small amounts dungeon (n): an underground prison anticipation (n): the feeling of waiting for sth

eagerly sinister (adj): spooky; menacing decompose (v): to rot inscription (n): a message written/carved in sth carve out (phr v): to cut sth out of sth else bustling (adj): busy with activity/people emerge (v): to come out sunlit (adj): receiving a lot of light from the sun

3 Reading for specific information

• Ask Ss to read the statements (1-8) and thepossible answers and then give them time toread the text again and choose the correctanswer for each one.

• Check Ss’ answers around the class. Ss shouldjustify their answers.

Answer Key

1 4 2 2 3 2 4 3 5 1


• Go through the list of words in the rubric andgive Ss time to match them to the words inbold in the text.



Answer Key

made easier = cushioned full of = infested with collapsed = caved in changing = transforming walking in a relaxed way = strolling polluted = contaminated made appear = conjured up in piles = stacked moving quietly & slowly = creeping caused to work = triggered attraction = appeal

Subterranean worldf6

Paris is the capital city of France, a country inEurope. It is situated on the River Seine.



114

5 To identify thematically related words

• Give Ss time to read through the text againand list all the words related to fear and labeltheir parts of speech.

• Ss compare their answers with their partners.


dimly-lit (adj), bones (n), skulls (n), sinister (adj),cemeteries (n), skeletons (n), dark tunnel (n), infested(adj), rats (n), the unknown (n)

Grammar

6 a) To present/revise inversions

• Read the examples aloud. Explain that whenwe put a negative word at the beginning ofa sentence the verb form should be in theinterrogative. Refer Ss to the GrammarReference section for more details.

• Elicit an example from the text.

Answer Key

We form inversions by changing the word order toput the subject after the verb.

Example in the text: Never before had I seen such asinister spectacle.

b) To practise inversions

• Explain the task and read out the example. • Give Ss time to complete the task and then


Answer Key

2 No sooner had they left when it started to rain. 3 Never before had she seen anything like this. 4 Only after saving for months could he afford the

trip to Paris. 5 Rarely do people get the chance to see such a

sight. 6 Had I been told the attraction was closed, I

wouldn’t have come.

Speaking & Writing


• Ask Ss to look at the words/phrases in Ex. 1aagain, then go through the text and makenotes.

• Then ask various Ss to use the words in Ex. 1aand their notes to present the Paris Catacombsto the class.


When we think of Paris we usually think ofpavement cafés, but under the cafés there is a dimlylit winding staircase that leads down to the ParisCatacombs. When the cemeteries filled up in the1700s, 6 million skeletons were moved underground.They transformed the limestone quarries into

catacombs. There is a maze of dark narrow tunnelsfilled with human skulls and hidden entrances. InWWII they were used by resistance fighters.Nowadays, people called cataphiles who liveunderground have created an elaborate world withsecret cinemas, concert halls and restaurants. So,next time you see a manhole cover you can imaginethe incredible hidden world underneath.

7 To express a personal opinion

• Read the rubric aloud and give Ss three minutestime to consider the questions and write somesentences.



I would like to visit the Paris Catacombs because Ithink they would be very interesting. I would like tosee the skulls and bones stacked along the sides ofthe tunnels and the secret cinemas and restaurants.

1 a) To present and practise newvocabulary

• Ask Ss to read the words in the list andthen the headlines.

• Give Ss time to complete the task.

Answer Key

1 Army 6 demonstration 11 defeated 2 vote 7 Navy 12 enemies 3 survival 8 defend 13 invaded 4 Battle 9 Air force 5 protest 10 attack

b) To listen for confirmation andtranslate the headlines


• Then elicit the L1 equivalents from Ssaround the class.

(Ss’ own answers)

Speaking

2 a) To compare photographs

• Read the Study Skills box aloud and explainthat this tip will help Ss to complete thetask successfully.

• Go through the key language in the box andgive Ss time to compare the photographsand say which way of protesting they thinkwill be the most effective.

Skillsg6


115


Picture A shows protesters. In the foreground a girlis shouting a message through a megaphone andthere is an angry crowd in the background. It seemsto be a public demonstration and they are trying tomake a point about something. The crowd is beingheld back by a police barrier. This type of protestprobably gets immediate attention and publicity.

In picture B there are banners with slogans on themin the foreground and in the background there aretents, so I think people are camping out in protest.This seems to be more of a silent protest. Theprotesters probably sleep in tents and try to makepeople more aware of the problem.

(Note: NAFTA stands for “North American FreeTrade Agreement”)

b) To analyse a model answer/Toidentify discourse

• Play the recording and ask Ss to analyse theanswer and identify the language thespeaker uses to structure their discourse.



give an opinion: in my opinion compare: on the other hand list/add points: To begin with speculate: it looks like they might be, this must be

Listening


• Ask Ss to read the statements A-F andunderline the key words.

• Play the recording. Ss listen and match thespeakers to the statements.


Answer Key

Speaker A 1 Speaker C 3 Speaker E 5 Speaker B 4 Speaker D 6


• Elicit Ss’ guesses as to what roles women tookduring WWII.


Answer Key

Women worked in factories, ploughed fields,harvested crops and drove ambulances and did a lotof the jobs that the men usually did.

2 To put words in the correct form

• Ask Ss to read the text concentrating onidentifying what tense or voice the verbs shouldbe in

• Give Ss time to complete the task. • Check Ss’ answers.

Answer Key

1 were employed 6 spent 2 themselves 7 had signed up 3 doing 8 first 4 earned 9 as hard/harder 5 wasn’t – was not



war services (phr): organisation that helps during war call upon (phr v): to ask sb to do sth isolated (adj): alone; far away from others plough fields (phr): to use a machine to turn over

the soil in a field, making it ready to plant seeds harvest crops (phr): to collect the edible plants from

a field when they are ready to eat take pride in (phr): to do sth well because you believe

in it supplies (n): food and other things necessary for living ammunition (n): bullets and bombs armed forces (n): the army, navy and air force of a

country bomb shelter (n): a place (usually underground) to

be safe from air attacks sign up (phr v): to agree to do sth by signing a form voluntary services (phr): organisations that organise

helpers and unpaid workers ambulance (n): a vehicle for taking people to hospital secret agent (phr): a spy who is undercover weapon (n): an object used in fighting or war e.g.

gun, knife, bomb front line (phr): the place where opposing armies

face each other in war and fight triumph (v): to win


• Play the recording. Ss listen and read the textagain. Ss can write the headings into theirnotebooks and make notes under each one andthen use their notes to tell their partners.

• Monitor the activity around the class and thenask some Ss to tell the class.


The Women’s Land Army called on women toplough fields, look after animals and harvest crops.

Many women took jobs in factories, makingammunition, army uniforms and even aeroplanes.

Curricular: Historyh6


116

Women who lived in cities spent the night in bombshelters and then went to work the next morning.

Girls as young as 14 signed up for voluntary servicesand even the future Queen of England droveambulances. Some women also worked as secretagents during the war.

4 To develop research skills/To give apresentation on what women in your countrydid during WWII


• Alternatively, assign the task as HW and ask Ssto present their information in the next lesson,


During WW2, Russian women probably did more forthe war effort than women in any other country. Notonly did they work on farms and in factories, theyfought in the Soviet armed forces, too. Most womenwere nurses but some were bomber pilots, tank crews,and snipers. Other women worked in dangerous rolesas partisans and secret agents. Many Russian womenreceived medals for their bravery.


• Ask Ss to read the rubric and answer thequestions. Refer Ss to Writing Bank 6 for theory.



1 an article about a historic place in my country 2 international students/people who visit a website

for international students 3 a description of the place and why it is an

interesting place to visit 4 semi-formal because it is for students my own

age, but it’s also for a website 5 A, B, C, E

2 To analyse the structure of a modelarticle

• Ask Ss to read the model and say whatinformation is included in each paragraph.


Answer Key

Para 1 = name, location, reason for choosing the place Para 2 = most famous for, history and architecture Para 3 = things to see and do Para 4 = final comments

3 To consolidate adjectives throughantonyms

• Ask Ss to look at the adjectives in bold in themodel and write them next to their opposites1-12.


Answer Key

1 cool – warm 7 inconvenient – ideal 2 modern – ancient 8 tiny – huge 3 ugly – beautiful 9 unpleasant – pleasant 4 dull – lively 10 uninteresting – fascinating 5 noisy – peaceful 11 unfashionable – trendy 6 awful – wonderful 12 manmade – natural

4 a) To present order of adjectives

• Go through the theory on p. 120 and referSs to the Grammar Reference section formore detail.

• Elicit examples of more than one adjectivetogether from the model in Ex. 2 and elicitwhich nouns they describe and what typeof adjective each is.


Answer Key

beautiful, wonderful (place) opinion magnificent, huge (temple) opinion, size ancient stone (pavements) age, material interesting 18th century (architecture) opinion, age

b) To practise order of adjectives

• Read out the example and then give Ss timeto complete it.


WWII (the Second World War) started on 1stSeptember, 1939 and ended on 2nd September,1945. It was a war where most countries gotinvolved forming two opposing military alliances: theAllies (the Soviet Union, the US, the UK, China,France, Poland, Canada, Australia, New Zealand,South Africa, Yugoslavia, Greece, Norway, theNetherlands, etc) and the Axis powers (Germany,Japan, Italy, Hungary, Romania, Bulgaria, etc). Thewar ended with the Allies winning.


Writingi6


Answer Key

2 well-preserved, ancient Roman ruins 3 stunning, small, bronze statue 4 breathtaking, mediaeval castle 5 impressive, tall, modern buildings 6 wonderful, traditional Italian restaurant

5 To practise descriptive language(adjectives/adverbs)

• Ask Ss to read the paragraphs A-C and theadjectives/adverbs in the lists and fill the gapsaccordingly.


Answer Key

A 1 pleasant 4 sparkling 2 tree-lined 5 extremely hot 3 spectacular

B 1 beautifully-designed 4 cheerful 2 ancient 5 leisurely 3 incredibly

6 a) To identify phrases referring to thesenses

Refer Ss back to the model in Ex. 2 and elicit allthe words/phrases that refer to the sensesfrom various Ss around the class.

Answer Key

warm water – touch see the steam rising – sight admire the magnificent, huge temple – sight feel the ancient stone pavements under your feet –

touch admire the interesting 18th century architecture – sight soak up the sun – touch

b) To practise descriptive language(use of the senses in descriptions)


Answer Key

1 feel the road (touch) 2 view of the city (sight) 3 footsteps on the stone floor echoed (hearing) 4 scent of the flowers (smell) 5 delicious food (taste)

7 a) To analyse a rubric and prepare fora writing task

• Ask Ss to read the rubric and underline thekey words and then give them time toanswer the questions.



Key words: international travel magazine, article,describing, important historic place, why you wouldrecommend it to visitors, 120-180 words

1 I am writing for an international travel magazine. 2 I must include a description of the place and my

recommendation. 3 I will write 4 paragraphs. Para 1 = name, location

of place, reason for choosing; Para 2 = descriptionof place, Para 3 = why important in history, Para4 = recommendation

b) To prepare for a writing task

• Ask Ss to decide on a place and write theheadings in the plan into their notebooksand make notes under them.

• Give Ss time to turn their notes into fullsentences using appropriate adjectives/adverbs.


Name: Yaroslavl Location: 250 km northeast of Moscow, where the

Volga and Kotorosl rivers meet Reason for choosing: Very beautiful buildings Description of place: Many amazing churches from

the 16th and 17th centuries; paintings, characteristicdomes, wide tree-lined streets, Volga embankment,parks in the south.

Activities/Facilities: See the buildings, riversidepromenade, see ice-hockey team, 'LokomotivYaroslavl', go to nearby Demino for winter sportslike cross-country skiing.

Why it is historically important: One of the earliestRussian cities, founded by Yaroslav the Wise,improved by Catherine the Great. Parts date backover 2000 years. UNESCO World Heritage Site 2005

Why I like it/recommend it: Whatever time of year,something to impress

8 To write a description of a place

• Refer Ss to Writing Bank 6 for theory and practice. • Give Ss time to write their description using

their answers from Ex. 7 and the plan, thencheck Ss’ answers.



Yaroslavl is a beautiful Russian city and a majortourist attraction. It is about 250 km northeast ofMoscow, where the Volga and Kotorosl rivers meet.I chose to recommend it because the city has somany beautiful buildings.

It is best-known for its amazing 16th and 17thcentury churches, with their characteristic domesand beautiful paintings on the interior walls. The

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118

city has wide, tree-lined streets and a pleasantembankment next to the Volga river. In the south ofthe city, are parks and green areas.

However, the city has other things to be proud of.The ice-hockey team, 'Lokomotiv Yaroslavl', is oneof the best in Russia. Sports fans should also try toget to nearby town of Demino to try winter sportslike cross-country skiing.

The city takes its name from King Yaroslav the Wise,who officially founded the city sometime around1010AD. Later, Catherine the Great expanded andimproved it. The city was made a UNESCO WorldHeritage Site in 2005.

I would recommend a visit to anyone. Whatevertime of year you arrive, you will always findsomething to impress you in Yaroslavl!

Reading


• Ask Ss to read the title and the first sentencein each paragraph. Elicit Ss’ guesses as to whatthey think the text is about.



I think the article is about holidays where peoplepretend to live in the Stone Age.



• Give Ss time to read the text again andcomplete the task.

• Check Ss’ answers and ask them to givejustifications.

Answer Key

1 3 2 2 (it is illegal to hunt in the area, the menu is

mainly vegetarian) 3 1 (no clothing has ever been found) 4 2 (He liked innovations and he knew how to

adapt to his environment.) 5 3 6 1 (they are very misunderstood, Neanderthal

man survived for 270,000 years) 7 3 8 2 (That’s not a bad shoe – Actually it’s a soup bowl)


• Give Ss time to match the words/phrases. • Check Ss’ answers around the class.


not advanced – primitive new ways of doing things – innovations developed over time – evolved really interested in – passionate about had difficulty speaking clearly – spluttered OK to eat – edible

Speaking

4 To give a talk and evaluate a partner’stalk

• Read the rubric aloud and ask Ss to take turnsand give a short talk on history to their partner.

• Ss then use the questions to evaluate eachother’s talks and report back to the class.


Key words: 1.5-2 minutes talk, the importance ofhistory, how important, as a school subject, whatperiod, most interested in, why, what, favouritehistorical place or site, your country, why

History is part of the school curriculum for severalvery good reasons. One of the most importantreasons is that history shows us the mistakes thatpeople have made in the past and allows us to avoidthe same mistakes. Learning your country’s historycan give you a sense of national pride. It tells usabout the struggles that ordinary people had to gothrough, ordinary people like our parents andgrandparents. Also, learning about the past showsus how our society has developed over the years. Inmy opinion, studying history gives us a better senseof who we are, individually or as a society.

I’m most interested in the history of Ancient Rome. Ilove reading about how they conquered differentcountries and grew into an empire that influenced alot of the world. They left their mark on most of thecountries they invaded and were highly advanced intheir military strategies. I’d love to visit Rome oneday to see the Colosseum where gladiators foughtagainst each other and wild animals.

One of my favourite historical places is Kizhi Pogoston Lake Onega, Karelia. There are two churches thatdate from the 18th century there, but the reallyinteresting thing about them is the architecture andthe fact that they are made from wood. It’s aUNESCO World Heritage site, but not many peopleknow about it outside of Russia.

6Skills


119

1 Yes, he/she included all the points. 2 Yes, he/she used a friendly confident tone and

looked me in the eye. 3 Yes, he/she used correct pronunciation/intonation. 4 Yes, he/she used appropriate phrases to structure

his/her discourse.

Speaking

5 To answer questions from a telephonesurvey

• Explain the task to Ss. • Allow Ss time to read the questions and prepare

their answers. • Tell Ss to practise in pairs, taking turns asking

and answering the questions. • Ask some Ss to do the task in front of the class.


Electronic Assistant: Could you tell me how old youare, please?

Student: Yes. I’m 15 years old. Electronic Assistant: What kind of holidays, short

breaks or excursions do you normally enjoy goingon?

Student: I enjoy going on camping trips because I lovenature and enjoy spending time fishing with my dad.

Electronic Assistant: What kind of activities wouldyou enjoy doing while on a trip to a city?

Student: I would enjoy going on a bus tour of thecity and then walk around on my own to discoverparts of the city less known to tourists.Electronic Assistant: Do you prefer value for moneyover a high standard of food and accommodation?

Student: Yes I do because to me a hotel is a placefor me to leave my things somewhere secure andhave a good night’s rest. Therefore, I don’t thinkthat high standard accommodation is necessary.

Electronic Assistant: What kind of eveningentertainment would be popular with young peopleon a city break?

Student: I believe that young people would enjoydance clubs or the cinema as evening entertainment.

Electronic Assistant: What’s the best holiday orshort break you’ve ever had?

Student: The best holiday I had was when I wentto EuroDisney in France 3 years ago with myfamily. I had so much fun.

Electronic Assistant: That is the end of the surgery.Thank you very much for your assistant.


• Give Ss time to read the text and do the task. • Ss compare answers in pairs.


1 likely 3 discovery 5 wealthy 2 beautifully 4 powerful 6 colourful

Listening


• Explain the task and ask Ss to read the locations1-5.

• Play the recording. Ss do the task. • Check Ss’ answers.


A 3 B 1 C 4 D 2

Writing

8 To write a letter

• Explain the task to Ss. • Allow Ss time to complete the task. • Check Ss’ answers.


Dear Jake, I am happy to hear you enjoyed your visit to Paris! I would like to visit Barcelona in Spain. I've heard

the buildings and beaches, are great, and I like tapas– Spanish food! I enjoy travelling with my family,but I would prefer to go on a school trip. That way, Icould experience the city with my friends. It dependson the city, but my favourite activity is to travelaround on a bus or tram, stopping whenever I feellike it. Many cities have an all-day ticket, which isideal for this sort of sight-seeing.

I hope you are enjoying the second half of term.Write soon!

Yours, Alyosha

Listening & Reading


• Elicit what, if anything Ss know about theKitaygorodskaya Wall. then elicit questionsfrom Ss around the class and ask Ss to writetheir questions in their notebooks.

• Play the recording and ask Ss to follow the textin their books and see if they can answer theirquestions.


I know that the Kitaygorodskaya Wall is in thecentre of Moscow and it is agreat tourist attraction.I would like to learn: When was it first built? (In the15th century). What purpose did it serve? (Todefence the area.)


6Moscow Culture



fragment (n): a piece of sth invader (n): sb who uses force to go into another

country bundle (n): a number of things that are held together

in a group


• Allow Ss some time to reread the text andcomplete the table.

• Check Ss answers on the board.

Answer Key

1 built the Gostiny dvor and the Upper TradingRows on Red Square

2 1521 3 Mehmet I Giray 4 decided to improve the city’s defences 5 Petrok Maly 6 finished building the red stone wall with towers

at its gates 7 the wall was in poor condition 8 was preserved and renovated 9 a large part of the wall was burnt down 10 Stalin 11 demolished the last major part of the wall

Speaking & Writing

3 To talk about the Kitaygorodskaya Wall

• Allow Ss some time to reread the text and thecompleted table.

• Invite various Ss to give their presentations tothe class.


The Kitaygorodskaya Wall is an important historicalmonument in Moscow. It protected Moscow frominvaders. Today, however, only fragments of thewall are left because during the 20th century muchof the wall was destroyed. During the fifteenthcentury Ivan II and Ivan the Terrible both addedwalls and defences to Moscow and the Kremlin. In1521, Mehmet I Giray invaded Moscow so it becameclear to Elena Glinskaya, Ivan the Terrible’s mother,that city’s defences needed to be improved. In 1534,wooden walls were built around the city and by1538 Petrok Maly finished building he wall whichwe call the Kitaygorodskaya Wall. During the 18thcentury the wall lost its military purpose and it wasin poor condition. During the nineteenth century,however, Alexander I preserved and renovated muchof the wall. But, in 1812 a large part of the wall wasdestroyed by a fire. In 1934, Stalin demolished thelast major part of the wall. Over the last 50 yearshowever, some parts of the wall have been restored.


• Allow Ss some time to consider their answers. • Monitor the activity around the class and invite

various pairs to report back to the class.


It is important to preserve monuments such as thisbecause then future generations will have thechance to learn about Moscow’s past. They will alsoget the chance to learn more about Moscow’sculture and what made the city what it is today.Also, the more we learn about the past, the morewe can understand about who we are today andhow we can solve some of today’s problems.

5 To present historical monuments inMoscow; to develop research skills

• Allow Ss time to look up information on theInternet or any other source. Ss can work inpairs or groups.

• Ask Ss to give their presentations to the class.


One of the most important monuments in Moscowthat everyone should visit is The Yuri OrlovPalaeontological Museum. It dates from 1716 whenTsar Peter I wanted a place to put all the rare animalteeth and bones which his explorers found. Today,the museum is one of the oldest museums in Russiaand it has one of the best collections of naturalhistory in the world. The building itself is uniquewith lots of decorative images and designs on itswalls. Another important monument in Moscow isSt. Basil’s Cathedral. It’s one of the most famoushistorical monuments in Russia. Construction beganon the cathedral in 1552, during the reign of Ivanthe terrible, and was completed in 1560. Today, it isa UNESCO world heritage site and thousands oftourists visit it every year.

Reading & Listening

1 To introduce the topic and stimulate Ss’interest

• Elicit what Ss know about the topic. • Elicit various questions from Ss around the

class and write three on the board. • Play the recording and elicit if the questions

were answered.

6Russia

120



I know that it is in St Petersburg and that it has ahuge collection of art from all over the world.

How many people visit it each year? How many works of art it contains? Who started the museum?

The text answered all of my questions.

2 To read for comprehension

• Ask Ss to read the headings A-H and give themtime to read the text again and complete thetask.



A 3 C 4 E 5 G 2 B 7 D 1 F 8



range (v): to include a variety of things reign (n): the time a monarch rules a country sheer (adj): used to emphasise the situation, utter artefact (n): an object with historical significance feature (v): to include, be part of branch out (phr v): to expand (a business) into areas

that are different from its normal activities


• Give Ss time to match the words to themeanings.



bought hoping it will become more valuable – invested remarkable/amazing – awe-inspiring necessary/very important – vital latest/newest – state-of-the-art mixes – blends moves through quickly – sweeps moved into something different – branched out amazing – magnificent


• Give Ss time to find out more informationabout the Hermitage Museum on the Internetor in encyclopaedias and then ask various Ss toreport back to the class.



The Art Restoration and Storage Centre of the StateHermitage is a very interesting place to visit and notjust for the tour. There is a display of Russianfurniture that has over 1,200 exhibits from the lasttwo hundred years. There is also the Hall ofCarriages that contains some incredible carriagesthat were actually used on some historic occasions.There is a separate area for sculpture, tapestries anda whole department dedicated to Oriental art.

121


122

LANGUAGE IN USE KEY

1 To practise phrasal verbs

• Direct Ss’ attention to the diagram and givethem time to complete the task.


Answer Key

1 hold on 3 catch on 5 passed on 2 got on 4 looked on 6 carry on

2 To practise prepositional phrases

• Give Ss time to do the task. • Check Ss’ answers.

Answer Key

1 on 3 by 5 with 2 by 4 to 6 on

3 To practise collocations


Answer Key

1 machine 5 literacy 9 gate 2 dish 6 buildings 10 closing 3 crime 7 family 4 charity 8 gather


• Give Ss time to do the task. • Check Ss’ answers on the board.

Answer Key

1 possessions 4 emotional 7 hospitality 2 immigration 5 vandalism 3 responsibility 6 inspection

5 To practise words often confused

• Give Ss time to do the task. • Check Ss’ answers. As an extension ask Ss to

make sentences using the other option.

Answer Key

1 treated 2 help 3 adapt 4 lend


1 “Behave yourself or you can’t go out,” Jane’smother told her.

2 The water served dessert after the meal. 3 He decided to adopt an animal and help it survive. 4 I borrowed £10 from John as I had left my wallet

at home.

Quiz

To do a quiz and consolidate vocabularyand information learnt in the module

• Give Ss time to complete the quiz looking backthrough the module as necessary,

• Check Ss’ answers and then elicit correctionsfor the false statements.

Answer Key

1 T 2 T 3 F (They live in Papua New Guinea. The Moken

live in the Andaman Sea.) 4 T 5 F (Only third class passengers had to) 6 T 7 T 8 T

Ss prepare their quiz in groups. Ask Ss to go throughthe pages of Module 1 and select information tocompile their quiz. Ask groups to exchange quizzes,to do them, then to check their answers.


Quiz 1 40% of Mongolians are nomads. (T) 2 There are 20,000 Sea Gypsies. (F – 2-3,000) 3 The Insect Tribe comes from a village called

Swagup. (T) 4 Passing through customs at Ellis Island could

take as little as three hours. (T) 5 Ellis Island’s nickname was ‘the kissing post’. (F –

this was the nickname of the exit to Ellis Island.The island’s nickname was ‘Island of Tears’ or‘The Gateway to America.’

6 Freegans get most of their food fromsupermarket bins. (T)

7 Freegans are either homeless or unemployed. (F –they are neither)




Answer Key

1 makes 3 brought 5 came 2 are springing 4 steam 6 broke



Language in Use 1

Language in Use 2

09 City Stars 9 Ts Lang Rev.qxp_09 City Stars 9 Ts Lang Rev 5/26/17 5:09 PM

123

Answer Key

1 by 3 on 5 in 2 over 4 for 6 to



Answer Key

1 common 4 thick 7 future 10 royal 2 readily 5 fussy 8 beam 11 breeze 3 sandy 6 mind 9 opening 12 growing



Answer Key

1 deadly 3 imagination 5 racing 2 powerful 4 possibilities


• Give Ss time to do the task. Ss can look up thewords in their dictionaries.


Answer Key

1 grilled 3 spin 5 scrambled 2 risk 4 pretended

Quiz


• Give Ss time to complete the quiz looking backthrough the module as necessary,


Answer Key

1 F (It can have up to 60) 2 T 3 T 4 T 5 F (Not yet – they need to find funding) 6 F (thousands) 7 F (He works with a team of divers.) 8 T

Ss prepare their quiz in groups. Ask Ss to gothrough the pages of Module 2 and selectinformation to compile their quiz. Ask groups toexchange quizzes, to do them, then to check theiranswers.


Quiz 1 Alligators can grow new teeth to replace worn

ones. (T) 2 Cliff diving is very dangerous. (T) 3 In Thailand, bread is made from termites. (F – Ghana) 4 The Swamp People of Louisiana live in tree houses.

(F – They live in stilt houses.) 5 Crystals in the Giant Crystal Cave can weigh up

to 55 tonnes. (T) 6 Tiger sharks never attack humans. (F – They

frequently attack humans.) 7 Only nobility were allowed to attend jousting

tournaments. (F – Commoners were allowed, too.) 8 Knights wore chain-mail only when jousting. (F –

They wore heavy armour made of metal plates.)




Answer Key

1 drop out 3 pointed out 5 find out 2 fall out 4 handing out 6 pass out



Answer Key

1 on 3 by 5 in 2 through 4 from 6 over



Answer Key

1 kick 5 breath 9 portions 2 laughter 6 splitting 10 deep 3 life 7 wide 11 personal 4 heart 8 tone



Answer Key

1 comfortable 3 improvement 5 treatment 2 tension 4 patience

3Language in Use

LANGUAGE IN USE KEY


124



Answer Key

1 recovered 3 wanders 5 small 2 term 4 treat, sticking

Quiz


• Give Ss time to complete the quiz looking backthrough the module as necessary.


Answer Key

1 F (It is an alternative therapy.) 5 T 2 T 6 F(1995) 3 T 7 T 4 T 8 T

• Ss prepare their quiz in groups. Ask Ss to gothrough the pages of Module 3 and selectinformation to compile their quiz. Ask groupsto exchange quizzes, to do them, then to checktheir answers.


Quiz 1 Homeopathy is a health problem. (F – It is an

alternative therapy.) 2 The word ‘mesmerised’ was derived from a

physician’s name. (T) 3 Everybody can be hypnotised. (F – 90% of

people) 4 Some celebrities use oxygen bars to boost their

energy. (T) 5 A fish pedicure can be very painful. (F – It

tickles.) 6 Smiling releases endorphins. (T) 7 Exercise helps to reduce stress. (T) 8 Anger is always bad. (F – It helps us stay safe.)




Answer Key

1 paid off 3 put off 5 dropped off 2 called off 4 showing off 6 take off



Answer Key

1 in 3 in 5 with 7 of 2 for 4 at 6 on



Answer Key

1 bare 4 natural 7 reluctantly 2 freezing 5 to defy 8 consumer 3 regional 6 to serve


• Give Ss time to do the task. • Check Ss’ answers on the board. As an

extension ask Ss to think of as manyderivatives as possible for each word in bold.

e.g. undemanding (adj), unfit (adj), fitting (adj),(un)inspired (adj), inspiring (adj), expectancy (n),expectation (n)

Answer Key

1 demanding 3 inspiration 5 comedian 2 fitness 4 marvellous 6 unexpected


• Give Ss time to do the task. Ss can look up thewords in their dictionaries.


Answer Key

1 matches 2 goes with 3 suit 4 fit

Quiz

To do a quiz and consolidatevocabulary and information learnt in themodule



Answer Key

1 T 2 F (not stated in text) 3 F (Japan) 4 F (the summer solstice) 5 F (Gujurat is a state in India) 6 F (photographic artist) 7 F (Nevada) 8 T

Language in Use

LANGUAGE IN USE KEY


125

Ss prepare their quiz in groups. Ask Ss to go throughthe pages of Module 4 and select information tocompile their quiz. Ask groups to exchange quizzes,to do them, then to check their answers.


Quiz 1 The Fairbanks Ice Festival is in Canada. (F –

Alaska) 2 The Quebec Winter Carnival lasts for 10 days. (T) 3 Chun Mee Sing is a fire-eater. (F – She is a

trapeze artist.) 4 Royal Ascot takes place every August. (F – every

June) 5 Kaid Ashton works in Manila. (F – He works all

over the world.) 6 Black Rock City is a permanent settlement. (F – It

is temporary.) 7 The Burning Man Festival started in 1986. (T) 8 Narendra Modi is not a real person. (F – He is the

prime minister of India)




Answer Key

1 break down 4 backed down 2 cut down 5 turned (it) down 3 live (it) down 6 closing down



Answer Key

1 with 3 at 5 in 7 under 2 on 4 to 6 out



Answer Key

1 cave 4 steady 7 relevant 2 medical 5 leap of 8 walking 3 safety 6 stuffed 9 developing



Answer Key

1 scientific 4 confidence 2 development 5 treatment 3 concentration 6 presentation



Answer Key

1 classified 3 won 2 composed 4 strong

Quiz




Answer Key

1 French soldiers 2 four nanometres in width (100,000 times smaller

than the diameter of a human hair) 3 through a principle similar to sweating/

evaporation (water between 2 cylinders evaporatesin the sun, removing heat from the inner cylinder)

4 an astronaut 5 9 6 Greenwich Mean Time 7 almost £470 million 8 4 million pages

Ss prepare their quiz in groups. Ask Ss to gothrough the pages of Module 5 and selectinformation to compile their quiz. Ask groups toexchange quizzes, to do them, then to check theiranswers.


Quiz 1 When did Alexander Fleming discover penicillin?

(1928) 2 What did Nikola Tesla pioneer? (the use of

alternating current to send power over hugedistances)

3 When did Vostock 1 orbit the Earth? (1961) 4 What is Angela Zhang working towards?

(finding a cure for cancer) 5 What does Cameron Johnson do for a living?

(He’s an entrepreneur.) 6 Where is the Royal Observatory? (Greenwich,

London) 7 When did Jill Heinerth first go to the Antarctic?

(2000) 8 When was Thomas Edison born? (1847)

5Language in Use

LANGUAGE IN USE KEY


126




Answer Key

1 fill in 3 broke in 5 fitted in 2 hand in 4 gave in 6 push in



Answer Key

1 for 3 with 5 into 2 of 4 of



Answer Key

1 rubbish 5 silent 9 comforts 2 fighters 6 weapon 10 excavation 3 wealthy 7 deck 4 planes 8 human



Answer Key

1 demonstrators 4 management 2 existence 5 refreshments 3 unbelievable


• Give Ss time to do the task. Ss can use theirdictionaries if you wish.

• Check Ss’ answers. As an extension, ask Ss tomake sentences using the other option.

Answer Key

1 collided 2 roles 3 barrier 4 glimpsed


1 The car crashed into a tree. 2 He was just the right person for the part in the film. 3 He managed to overcome all the obstacles and

succeed. 4 She glanced at her watch while waiting for the bus.

Quiz

To do a quiz and consolidatevocabulary and information learnt in themodule



Answer Key

1 T 3 T 5 T 7 T 2 F (jungle) 4 T 6 F (35) 8 F (1912)

• Ss prepare their quiz in groups. Ask Ss to gothrough the pages of Module 6 and selectinformation to compile their quiz. Ask groupsto exchange quizzes, to do them, then to checktheir answers.


Quiz 1 Mount Rushmore is in Jordan. (F – South

Dakota, USA) 2 The Titanic sank in the Pacific Ocean. (F – The

Atlantic Ocean) 3 The Edwardian period lasted from 1901-1910. (T) 4 Shakespeare’s theatre was called The

Elizabethan. (F – The Globe) 5 In 1800, there were a million people in London. (T) 6 Petra dates back to 400 BC. (T) 7 There are 25 sphinxes in Alexandria harbour. (T) 8 Mesa Verde is in Cambodia. (F – USA)

6Language in Use

LANGUAGE IN USE KEY


127

REVISION KEY

Revision 1

1 1 aisle 5 unemployment 9 proceed 2 edible 6 temporary 10 suspicion 3 sell-by 7 secluded 4 migrated 8 bustling

2 1 is 3 gets 2 holds 4 Have you visited

3 1 was looking, were standing 2 didn’t have 3 was showing, started 4 had already been waiting, announced

4 1 strangest 3 higher, higher 2 worse, more difficult 4 more careful

5 1 out 2 out 3 off 4 out

6 1 B 2 A 3 C 4 E 5 D

7 Suggested Answer Key

Most countries have public transport systems, butsome are better than others. What are theadvantages and disadvantages of using them?

There are certainly some benefits. Firstly, it ischeaper than travelling by car. A ticket usuallycosts less than the petrol you would need to travelthe same distance, especially for longer journeys.Secondly, it is faster than travelling on foot. Itwould take a long time and be very inconvenientto have to walk everywhere. Also, it is convenient.There are often public transport routes to manyplaces.

However, there are also some disadvantages. Tostart with, public transport can be crowded anduncomfortable. No one wants to travel without aseat or squashed up against other people. Also,public transport operates according to a schedule.Therefore, at certain times (for example on publicholidays, and late at night) there is no transportavailable.

Overall, there are a number of benefits anddrawbacks to using public transport. I think howuseful people find it depends on their lifestyle andwhere they live.

Revision 2

1 1 relief 5 invisible 9 rotten 2 glittered 6 spoilt 10 experienced 3 sweating 7 open-minded 4 far-fetched 8 raw

2 1 is doing 6 will be filming 2 are going 7 are going to knock 3 is going to bite 8 will have invented 4 will have found 9 will take 5 will have been 10 won’t have finished

3 1 go 5 taking part 9 to visit 2 to try 6 wear 10 to come 3 going 7 not to eat 4 eating 8 to see

4 1 D 2 E 3 B 4 A 5 C


Some of the highest earners in society areprofessional athletes. While some people feel thatthey earn far too much, my opinion is that theirpay is justified.

Firstly, athletes work extremely hard. Since theirlevel of pay depends on their performance,professional athletes must train regularly in orderto maintain their fitness and keep achieving goodresults.

Furthermore, they are role models in society. Inparticular, children hold athletes in high regardand strive to be more like their idols. Thisencourages young people to be physically fit andto have strength and determination.

On the other hand, some people feel that athletesdo not provide a vital service to society. Theybelieve medical and teaching professionals shouldearn what athletes do because they contributemore to society. Also, they believe that athletes’high salaries make sporting events expensive forspectators. To sum up, while some people feel thatathletes do not deserve their pay, I believe that itis justified. Athletes are talented, hardworkingpeople who are positive role models in society.Therefore, they deserve to be highly paid.

Revision 3

1 1 indigestion 5 flicked 9 insomnia 2 side effects 6 refreshed 10 relieve 3 mood 7 tickled 4 treat 8 warm-up

2 1 Acupuncture might/may/could help to relievemigraines, but I am not convinced.

2 I was so furious I had to count to ten before Ireplied.

3 Dan must/has to see a doctor. He is alwaysexhausted.

4 You needn’t/don’t have to/don’t need to getangry. Take it easy!

5 If you want to, you could try hypnotherapy.

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6 Visitors mustn’t swim in the Sulphur Bath. It isdangerous!

7 Robert can’t play rugby as he has a bad back. 8 Kiera can’t/mustn’t go scuba diving because of

an ear infection. 9 Tracey can’t have been dancing in the club as

she is studying for exams. 10 You should/ought to go and see a doctor.

3 1 is unlikely to 3 ’m supposed to 5 are to 2 is bound to 4 had better

4 1 D 2 C 3 B 4 E 5 A


Introduction The aim of this report is to suggest ways of

improving the community centre in order to makeit more appealing to people of all ages.

Décor The décor is in need of being updated. The centre

needs to be redecorated in brighter colours withmodern furniture. This would make it moreattractive to visitors.

Facilities Currently, there is a lack of modern facilities in the

centre. Therefore, it would be a good idea to opena computer room. If we did this, the centre wouldbe far more appealing to people of all ages.

Activities/Events Although the centre is well-known in the

community, it does not hold events that appeal toa wide audience. The addition of social eventssuch as a weekly quiz and fitness classes wouldhelp to attract more people. These could beadvertised on posters and social networking sites,which would be inexpensive ways to promote thecentre.

Conclusion To sum up, I feel that improved décor and facilities

as well as additional events would make thecommunity centre far more appealing to people ofall ages.

Revision 4

1 1 situated 6 gossip 2 poverty-stricken 7 capture 3 sparkling 8 appalled 4 swing 9 Assembling 5 faint-hearted 10 gathered


1 Jo’s videos have been seen by one million people. 2 He is said to be the best actor in the world. 3 Christian was told he had TB in 2009. 4 His photos are enlarged before they are pasted

on walls. 5 The new play is going to be directed by Sam.

6 The concert will be attended by over 1,000people.

7 David was trained by a professional opera singer. 8 Broadsheet newspapers are considered to be

more serious than tabloids. 9 All the concert tickets had been sold. 10 The script is being written for the new film.

3 1 C 2 E 3 B 4 A 5 D

4 1 wouldn’t be 6 will get 2 went 7 attend 3 would you give 8 were 4 had 9 could 5 wouldn’t go 10 wouldn’t have become


Every year, the city of Moscow commemorates itsfounding with a festival called ‘Den Gorod’. Ittakes place on the first Saturday of September,but a lot of the celebrations go on all month.However, the weekend is especially full ofactivities. I went on 2015 and had a great time atthe city’s 868th birthday!

Events happen all over the city. Almost everymuseum and art gallery is open and free, manyputting on special guided tours. However, many ofthe roads and squares are closed to traffic, so youhave to walk or take the metro. A lot of thecelebrations are held in the city’s parks. InSokolniki Park, there were many jazz bands. InMuzeon Park, the music style was hiphop andindie. It was not all about music, though. The kidsloved the activities put for them in VDNKh Park.My favourite was the Hermitage Garden Park,which had open-air theatre shows, includingChekov’s The Seagull. There was delicious food ofall types and the atmosphere was exciting andvibrant. The weekend ended with an amazingfirework display. I would definitely recommend itto anyone thinking of visiting Moscow.

Revision 5

1 1 detected 4 perform 7 currents 2 promising 5 pinpointed 8 wanders 3 wasteful 6 persistent 9 collapse

2 1 He warned me to stop swimming so fast or I’drun out of air.

2 He complained that Sam was always late. 3 John asked me if I could help him move house. 4 He suggested going to the Planetarium on

Saturday. 5 She reminded me to clean the sink. 6 The scientist ordered us not to touch his

equipment.

128

REVISION KEY


3 1 lots of 3 Many 5 a few 2 All 4 a good deal of

4 1 Mr Brown had a new factory built last year. 2 Mike has just had his book published. 3 I am having my computer fixed today. 4 Matt has his lab cleaned every day. 5 We are going to have our boat painted.

5 1 D 2 E 3 B 4 C 5 A


One warm day last spring, my friend Tommysuggested going for a picnic in the countryside.There were a few dark clouds on the horizon, butwe decided to risk it.

After a lovely relaxing walk over a pretty hill, we satdown in a meadow and ate our tasty picnic. Then,just as I was drifting off to sleep on the ground, Ifelt a big fat raindrop splash onto my nose. “Quick,get under that tree!” Tommy shouted. We shelteredunder the thick branches.

Suddenly, I noticed something appear on theground nearby as the rain washed over it. Itlooked like the top of an old-fashioned woodenbox. I asked Tommy to help dig it out with ourhands and eventually we had uncovered it. Slowly,we opened the box. It was full of shiny coins!

The box was too heavy to move, so when the rainstopped, we called a local archaeological museumon Tommy’s mobile. Experts arrived soonafterwards and told us that we had found someextremely valuable old coins. A few weeks laterwe received a reward. We were delighted! Whatan amazing discovery!

Revision 6

1 1 shiver, eerie 6 deck 2 glimpsed 7 cracked 3 protesters 8 armed forces 4 ruled over 9 vanished 5 ordering me around

2 1 Little 5 which 9 when 2 why 6 who 10 neither 3 No sooner 7 Never 4 On no account 8 which

3 1 in case it is 2 despite being afraid 3 on account of 4 such an impressive statue 5 even though it was

4 1 C 2 A 3 E 4 B 5 D


Murmansk is a very important place in Russia, anda city that has importance for the whole world. It ison the far north-west coast of Russia, not far fromScandinavia. Although it is well within the ArcticCircle, it is unusual because the water in the portdoes not freeze. This means shipping can continueall year round. This made it very important duringboth World Wars, as European countries andAmerica could send help to Russia over the sea.

Murmansk is not an old place; in fact, it’s barely ahundred years old! Dating from 1915, it was thelast city to be founded by the Tsars of Russia.Today, it is an important industrial and fishingtown, and is set to become even bigger as moreships come over the Arctic Ocean from Canada.Not many tourists come to Murmansk, but thosethat do come for a special reason: to take anamazing Arctic cruise on one of the city’s nuclear-powered icebreaker ships.

129

REVISION KEY


130

Writing Bank 1

p. WB1

1 1 One of the main benefits is that 2 Also 3 Finally 4 On the other hand 5 Firstly 6 For example 7 In addition 8 In conclusion

2 A 2 B 1 C 4 D 3

3 1 Formal style – passive voice (living costs aredramatically reduced, etc), no short forms, formallanguage/linkers (undoubtedly, In particular, etc).

2 The writer uses rhetorical questions to start/end the essay.

3 The writer thinks that sharing a house or flatwith others can be a valuable experience. He/She gives his/her opinion in the conclusion.


Sharing accommodation is a modern phenomenon.We all know sharing accommodation would haveits fair share of advantages and disadvantages.

In conclusion, I think sharing a house or a flat withothers could be mutually beneficial. Perhaps weshould all give it a try.

Writing Bank 2

p. WB2

1 A 2 B 5 C 4 D 1 E 3

2 The first and most obvious result is the improvedhealth of individuals – To start with, competitivesports can be good for a person’s health. On theother hand, some people think that forcing youngpeople to compete may harm their self-esteem. –Conversely, some would argue that young peoplemay come to think poorly of themselves, if they areforced to compete.

However, most competitive sports demand a highlevel of cooperation between the players on theteam. – But the fact is that in most sports,competitors have to cooperate with the otherplayers on the team.


First of all – To start with On the other hand – However However – Conversely As a result – Therefore In conclusion – In summary

Writing Bank 3

p. WB3

1 1 c 2 a 3 f 4 e 5 b 6 d

Writing Bank 4

p. WB4

1 A 3 B 1 C 4 D 2

2 the type of event – exciting, sporting the competition – fierce the atmosphere – festival-like their team – favourite the music – live the screens – huge the spectacle – thrilling

3 The writer recommends the event with ‘I thoroughlyrecommend ...


I highly recommend The Oxford and CambridgeBoat Race to anyone who likes sports or even justa day out. It’s a must see!

Writing Bank 5

p. WB5


Tom suggested going fishing. They set off. They arrived at the river bank. They started fishing. Their lines stayed still. They were thinking of leaving. He felt a big tug on his line. He tugged and tugged. He saw a strange rectangular object. He pulled it in. They opened it and saw jewellery inside. They took their catch to the local museum. Someone at the museum told them it was from a

5th century AD burial site. They got a large reward. They were happy.

2 1 excited 6 tiny 2 lazy 7 shiny 3 beautiful sunny 8 unusual 4 pleasantly 9 valuable 5 heavy 10 absolutely delighted

3 with the sun warming our faces, sparkling in thesunlight

WRITING BANK KEY

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I tugged really hard and then suddenly an oldbicycle wheel appeared on the end of my line. Iwas very disappointed and I went to talk to thelocal council about cleaning up the river of all theold junk that must have been down there. Theyacted very quickly and the next week theydragged the river and pulled out all sorts of oldjunk.

Now the river is clean and people can go fishingthere and have a chance of catching a real fish.We are very happy and we plan to go fishing againthis weekend.

Writing Bank 6

p. WB6

1 A 4 B 2 C 1 D 3

2 fortress – magnificent volcano – extinct history – fascinating guides – experienced stories – lively ceiling – ornate carved wooden firing of a big gun – traditional sight – wonderful flowers – beautiful the view – spectacular a day – clear

3 use of the sense: the traditional firing of a big gun,wonderful sight and aroma of beautiful flowers,see the Princes Street Gardens

past participles: situated, experienced static features: situated 300 feet above, across the

river, no moving features


In summary, Edinburgh Castle is the place to visitwhen in Scotland. It has many interesting andeducational features and its location is unique.

131

WRITING BANK KEY

RNE LISTENING PRACTICE KEY

Skills 1

p. LP1

1 a) 1 e 2 d 3 f 4 a 5 b

b) It matches with an airport.

2 A 3 B 5 C 2 D 1

Skills 2

p. LP1

3 1 C (fast, dangerous, I love it) 2 B (small, dark, old machines) 3 A (not be the best, but ...)

p. LP2

4 A 5 B 6 C 1 D 3 E 4

Skills 3

p. LP2

5 correct answer: 1– in the park (started jogging aroundthe park.

The wrong options are mentioned at the beginningand in the middle of the dialogue.

6 1 1 2 3 3 1 4 2 5 2 6 3

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132

GRAMMAR & VOCABULARY KEY

p. GV1

1 1 them 6 be spotted 2 is 7 stole 3 to send 8 having to 4 happened 9 to check 5 was rescued

2 1 enjoyment 3 harmful 5 natural 2 researchers 4 nutritious 6 Unfortunately

p. GV2

3 1 wouldn’t/ 5 to would not believe 6 was running 2 turning on 7 sits/is sitting 3 hers 8 funniest 4 replied 9 reading

4 1 unbelievable 4 movement 2 driver 5 greatly 3 successful 6 safety

p. GV3

5 1 has found 6 be named 2 have been complaining 7 is 3 shone/shining 8 to take 4 blocks 9 will try 5 looking

6 1 shortly 4 performers 2 historical 5 spectacular 3 relationships 6 unforgettable

p. GV4

7 1 to go 6 seeing 2 greatest 7 had worried 3 can/could reach 8 didn’t/did not need 4 was circling 9 was 5 was lowered

8 1 unusual 3 ability/abilities 5 probably 2 competitors 4 winner(s) 6 rising

p. GV5

9 1 will see 4 cancelled 7 having 2 would have 5 to travel 8 will make 3 goes 6 trying 9 be

10 1 unlike 3 existence 5 importance 2 appearance 4 length 6 deadly

p. GV6

11 1 was sitting 6 arrives 2 spotted 7 have not/haven’t 3 got over heard 4 most important 8 to see 5 would help 9 should have seen

12 1 distance 3 sailors 5 arrival 2 simply 4 massive 6 inaccurate

p. GV7

13 1 has become 6 to boil 2 was told 7 using 3 will have 8 was enjoying 4 didn’t/did not know 9 saved 5 buried

14 1 meaning 3 government 5 historic 2 Apparently 4 tourist 6 homelessness

p. GV8

15 1 to tell 6 delivering 2 was stepping 7 most amazing 3 were reflected 8 sank 4 had wondered 9 will remember 5 got

16 1 currently 3 impossible 5 safely 2 creature 4 nervous 6 surroundings

p. GV9

17 1 will stay 6 counted 2 had been training 7 them 3 cleans 8 is 4 had seen 9 are wondering 5 was

18 1 attractive 3 informal 5 equipment 2 dirty 4 tirelessly 6 survival

p. GV10

19 1 was abandoned 6 known 2 called/had called 7 most popular 3 waiting 8 have been made 4 be found 9 will not be 5 was sent forgotten

20 1 winners 3 entirely 5 entry 2 matching 4 decorations 6 unfortunately

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133

1 such a heavy bag 2 was sorry for having/

that he had 3 until I had finished 4 makes her help 5 take advantage of 6 wouldn’t have got lost 7 rather stay in a hotel than 8 a few businessmen have

achieved 9 were prevented from playing 10 is not able to find 11 too far away 12 wasn’t her fault 13 wish I had visited 14 look it up in 15 car was being driven 16 before anyone/anybody said 17 was given an extra 18 on time because 19 gave me a hand 20 accused Liam of breaking/

having broken 21 been (very) good at 22 wasn’t warm enough 23 no intention of apologising 24 carry out the teacher’s

25 took place even though/although

26 am used to running 27 able to tell the difference 28 (much) more interested in

jewellery-making 29 so shy that 30 to cut down on 31 succeeded in passing 32 have our grass cut 33 number of customers 34 how much it 35 if you hadn’t lent 36 haven’t seen Adrian for 37 in case you are 38 is no point in spending 39 haven’t/last heard from 40 didn’t/couldn’t remember

anything 41 is supposed to be 42 is unlikely (that) we will 43 is not/isn’t easy for Harry 44 as long as you promise 45 was the first time 46 hadn’t forgotten to bring 47 does this coat belong to 48 was too expensive for

49 regretted not going/nothaving gone

50 in order to go 51 only Mike had passed 52 doesn’t matter what 53 in common with 54 put up with Stacey’s 55 did Sarah know that 56 unusual for Kim to argue 57 was called off 58 tall boy who wasn’t 59 mind if I made/make 60 anyone came to 61 such long hours that he 62 wonder if Leanne chose 63 warned us that we would 64 ‘d/would rather not take part 65 is not/isn’t possible for me 66 must be worn 67 ‘s/is time you bought 68 stop work as a result 69 looked up to 70 acts as though he owns 71 must have been 72 can’t have gone out

KEY WORD TRANSFORMATIONS KEY

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Module 1

➢ Exercise 2 (p. 13)

Dialogue AA: Good morning. Can I see your passport, please?B: Sure! Here you are.A: OK. How many pieces of luggage will you be

checking in?B: Just this one suitcase.A: OK. Could you put it on the conveyor belt, please.B: Yes, of course.

Dialogue BA: Did you put my luggage in the boot?B: Yes, of course. There were two suitcases, is that

correct?A: Yes, that's right. I have my hand luggage here with

me.B: Did you have a nice flight?A: It wasn't bad. A little bumpy coming in to land, but

otherwise it was fine.B: So, are you in the city for business or pleasure?

Dialogue CA: What seems to be the problem?B: I managed to fit my hand luggage into the overhead

locker, but there's no room for this duty-free bag.A: Is there anything in it that you've bought for the

flight?B: I don't think so, no.A: Well, why don't I take it and find another locker with

some room to put it in?B: Well, if you wouldn't mind. Thank you very much

indeed!

Dialogue DA: You won't be able to bring this bottle through, I'm

afraid. B: Oh, really? Why's that?A: It's above 100 ml. That's the limit for any liquids in

hand luggage.B: But what am I going to drink while I wait for my

flight? A: Once you go through this check, you can get water

or anything else in one of the duty-free shops.B: But I just bought it a minute ago! Oh, well, I guess I'll

just have to drink it.


Speaker 1Ten years ago, I wouldn't have recommended this areato anyone. Buildings were covered in graffiti and therewas vandalism everywhere. We had a huge problemwith gangs. Young people just hung around causingtrouble. But then the local council launched a scheme toget young people back into education and training.Slowly, we started seeing them opening smallbusinesses – a garage, a hairdresser's, a café. Thingshave taken a turn for the better.

Speaker BTwenty years ago, there were lots of factories in thearea and we were one of the biggest coal exporters.Everyone had a job and a lot of people spent money likethere was no tomorrow. Once the mines closed down, ofcourse, all the small businesses that depended on theminers closed too. There's a lot of crime now and a lot ofpeople are moving out.

Speaker CWe're really tight-knit. People keep an eye on each otherand always lend a helping hand if possible. We havegreat events where everyone in the neighbourhoodtakes part. We've always done that, so when hard timescame along, we pulled together. There are no homelesspeople on our streets and no hungry children in ourschools, and as far as I'm concerned, there never will be.

Speaker DThe last town I lived in had no public transport and itwas kind of dangerous after dark, to be honest. Now Ican get anywhere by bus and there's a great system ofcycle paths. There are green programmes like wasterecycling and I've never heard of anyone being burgledor even witnessing a crime. My flat's on the groundfloor, but I never worry about someone breaking in.

Speaker EOur street catches the eye, but for all the right reasons.Other areas get noticed for their homeless problems orthe amount of graffiti you see, but we have prize-winning gardens and Christmas decoration competitions.My garden usually has the most flowers on my street, butMrs Simpson at Number 9 usually wins at Christmas. Butbecause everyone is competing to have the best-lookinghouse or garden, the whole street benefits.


A student exchange is a great way for young people tolearn about foreign countries. A student from France, forexample, will stay for a week or two with a Britishstudent. They will even go to the British student's schooland follow lessons there. Then, the British student getsthe chance to visit the French student's home in France.

Module 2

➢ Exercise 3a (p. 38)

Student A: In both pictures, people are taking part inextreme sports. Picture A is of a man flying through theair on a motorbike with a large audience in thebackground. I would say that he is competing in amotocross competition.Student B: Yes, maybe he is set to win a cash prize.Student A: That’s a good point. What about picture B?Student B: Picture B shows a man white-water kayakingalone. While the man in picture A seems to be takingpart in a competition, I think the man in picture B isprobably white-water kayaking because he is a fun-loverwho enjoys physical activity.

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13 City Stars 9 Ts Ss REV Audio.qxp_13 City Stars 9 Ts Ss REV Audio 5/26/17 5:34 PM

Student A: Although another reason could be that he istraining for a competition.Student B: You could be right. The water looks quitedangerous! However, he is wearing a lot of safetyequipment, such as a life jacket, a crash helmet, gogglesand gloves. He is also wearing thick clothing, probablyto stay warm.Student A: Yes, his clothing will help to prevent injury ifanything goes wrong. On the other hand, even thoughthe man in picture A seems to be in danger, he is onlywearing a crash helmet for safety.Student B: Well actually, he is also wearing a full bodysuit that is probably made of a very durable material.Unlike the man in picture A, who needs to stay warm, heprobably requires a lightweight fabric for his sport. I’dsay that they are both wearing adequate safetyequipment.


DJ: I’m joined in the studio by Anna Spencer, owner ofPembroke Coasteers. Anna, welcome to the show.Firstly, what exactly is coasteering?AS: Hi, thanks for inviting me. Well, coasteering isbasically exploring the rocky coastline. It includes rock-climbing, cliff jumping, cave exploration and swimming.Anyone can take part from the age of eight and over.The only restriction is that children under the age ofsixteen must be accompanied by a parent.DJ: Do you have to be fit to be able to do it?AS: Well, you don’t have to be an athlete, although I dorecommend that you have an average level of fitness.The rock climbing we do is fairly easy for everyone, butyou have to be able to swim because coasteeringinvolves a lot of jumping into the sea. DJ: Do you need any previous experience to take part inone of your adventure weekends?AS: No. All you need is to come with a positive attitudeand you’ll have a great time. Our guides encourage youto face new challenges and to reach personal goals.DJ: Coasteering is considered an extreme sport, so howdo you guarantee safety? AS: Client safety is our priority, of course, but there arealways risks in the natural world; we can’t controlweather conditions or wildlife we may come face to facewith. Our guides are fully trained in first aid and knowwhat to do in an emergency, but there’s rarely anydanger as long as clients listen to the guides. DJ: So, where is the outdoor centre based?AS: We opened our centre in Pembrokeshire in Wales tomake the most out of one of Britain’s last truewilderness areas. It’s Britain’s only coastal national parkand it’s an amazing place to escape from the crowds.There’s just us and nature there – it’s perfect. DJ: Now you’re persuading me to sign up!AS: Coasteering is unique – it’s never the sameexperience twice. There are over 100 miles of stunningPembrokeshire coast to choose from and if theweather’s a problem then we move to more shelteredareas.

DJ: Doesn’t it get tiring?AS: Don’t worry; we always take time out for a cup oftea or coffee and a quick sandwich. There are somebeautiful picnic areas along the way that we usually stopat. And when everyone is feeling refreshed, it’s back tothe water!DJ: So how can people book a weekend coasteering trip?AS: You can go online to our website or call us. Thepackage deal costs between £200-230, depending onwhat month you choose. It includes accommodation,meals and transfers to the coast.DJ: It sounds amazing. Anna, it’s been a pleasure havingyou on the show today.AS: Thanks.


B: Look at this, the big fight is on this weekend.A: You’re not a boxing fan, are you?B: Not especially, I just like sport.A: I don’t like violent sports. There’s nothing sporting

about hurting someone, I think they should bebanned.

B: Really? Why?A: Well, for starters they encourage violence in society.B: How?A: Take boxing for instance. Boxers win in their sport by

physically injuring their opponents.B: And how does that cause violence outside the ring?A: It glorifies violence and supporters may mimic their

sporting heroes’ behaviour and think it’s acceptable.B: You have a point.A: Also, a high number of boxers get seriously injured

while competing.B: You get injuries in many sports, and sports such as

boxing are strictly controlled with referees whoensure the boxers are fit to continue.

A: Yes, but boxing is particularly brutal and a lot ofboxers get head injuries sometimes resulting in braindamage.

B: Mmm, it is quite a dangerous sport in that respect.A: I think any sport that can leave a competitor

seriously or permanently injured and makes violencein general seem acceptable should be banned.

Module 3


Speaker AI work in many different environments – localcommunities, hospitals, schools, nursing schools, evenprisons! People ask about anything from weight loss tolow cholesterol diets – you’d be surprised at the varietyof issues people have! Do I follow my own advice? Ofcourse! After all, you only have one body to last yourwhole lifetime, so why not look after it? One really greatway to do this is through healthy eating.

Speaker BPeople come to me for many different reasons – to tone

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up, to lose weight or just to improve their overall health.It’s great helping other people feel good about theirbodies and motivating them when the going gets tough.It really helps them to come up with a trainingprogramme that’s just for them. It’s not just about astrict workout routine, though. I always remind peoplethat a healthy diet as well as regular exercise isimportant for the mind and body and that you need tofeel good both inside and out.

Speaker CI work in the fields of medicine and therapy. I’ve helpedto treat a whole range of different physical andpsychological problems with my expertise. I draw onpeople’s imagination and make them more open tosuggestion and instruction!

Speaker DAs one of the first people to arrive at the scene of anemergency, we have to figure out what’s wrong andwhat urgent medical help is needed. I also help injuredpeople prepare for transport and make sure they’recomfortable on their way to the hospital. Trust me, alittle bit of comfort is very important when you’ve got abroken arm or leg! I really enjoy how rewarding andunpredictable my job is – it keeps me on my toes!

Speaker EI help people on a daily basis by giving advice,recommending the right treatment for a range ofailments and, of course, by filling prescriptions. I reallyenjoy my job because it is very fulfilling and worthwhileand I know everyone in the community, too.


Pair 1A: I usually study until very late just before an exam,

but I think it’s better to have a good study plan. I likethe idea of going for a jog to take a break fromstudying. It must be nice to go outside and get somefresh air. I don’t really like yoga because I think it’sboring.

B: I think studying with a friend is a good tip and couldreally help you unwind. We might get distractedthough and end up wasting a lot of time. Actually,maybe studying on your own is a better idea! Eatinghealthy food is a good idea. This will help you study.Maybe that’s the best idea, and exercising too.

Pair 2A: OK, let’s start. Well, first of all I think that exercise is

a really good way to let off steam, so I think thattaking time out to go for a jog in the park would be areally good way to reduce stress. What do you think?

B: Yes, I totally agree with you. Exercise is reallyimportant to keep stress levels down and it wouldmake our classmate feel more energised before goingback to work. I think that making a study plan is areally good idea, too. It helps you to make sure youget all your studying done in time. However, if you

fall behind schedule, then you can feel even morestressed!

A: Yes, I see what you mean. In my opinion, healthyeating is also really important. Eating the right foodhelps you to concentrate and keep your energy levelsup. Would you agree?

B: Definitely. Our classmate should get plenty of sleeptoo, so going out dancing until late won’t help! Sheshould leave the celebrations until after the exams.

A: Maybe you’re right. I don’t completely agree withyou, though. She could have one night off a week torelax and maybe dancing would help her to do that.

B: Yes, I see your point. Something like yoga might be abetter idea, though. That’s good exercise and helpsyou to relax, too. What about studying with a friend?How important do you think that is?

A: Well, I think that can be helpful sometimes. Youcould talk through any problems instead of gettingworried about them. To me, though, this could alsowaste a lot of time. You might distract each other.

B: Yes, I agree. Usually it’s better to study for exams byyourself in your own way. So, which two would helpour classmate avoid stress the most?

A: In my opinion, taking time out to do some stress-releasing exercise is one of the most helpful ideas.

B: Yes, I totally agree. I also think that eating healthilyand generally staying healthy will keep your mindalert and help you to fight stress. Do you agree?

A: Yes, I do!

➢ Exercise 2b (p. 58)

A: OK, let’s start. Well, first of all I think that exercise isa really good way to let off steam, so I think thattaking time out to go for a jog in the park would be areally good way to reduce stress. What do you think?

B: Yes, I totally agree with you. Exercise is reallyimportant to keep stress levels down and it wouldmake our classmate feel more energised before goingback to work. I think that making a study plan is areally good idea, too. It helps you to make sure youget all your studying done in time. However, if youfall behind schedule, then you can feel even morestressed!

A: Yes, I see what you mean. In my opinion, healthyeating is also really important. Eating the right foodhelps you to concentrate and keep your energy levelsup. Would you agree?

B: Definitely. Our classmate should get plenty of sleeptoo, so going out dancing until late won’t help! Sheshould leave the celebrations until after the exams.

A: Maybe you’re right. I don’t completely agree withyou, though. She could have one night off a week torelax and maybe dancing would help her to do that.

B: Yes, I see your point. Something like yoga might be abetter idea, though. That’s good exercise and helpsyou to relax, too. What about studying with a friend?How important do you think that is?

A: Well, I think that can be helpful sometimes. Youcould talk through any problems instead of getting


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worried about them. To me, though, this could alsowaste a lot of time. You might distract each other.

B: Yes, I agree. Usually it’s better to study for exams byyourself in your own way. So, which two would helpour classmate avoid stress the most?

A: In my opinion, taking time out to do some stress-releasing exercise is one of the most helpful ideas.

B: Yes, I totally agree. I also think that eating healthilyand generally staying healthy will keep your mindalert and help you to fight stress. Do you agree?

A: Yes, I do!


Speaker AIt's not been right since the car crash. I wake up in themiddle of the night and my leg is very stiff and painful. Ihave to get up and walk around and then it feels better.I can't go on like this. I wonder if something like yogawould help. I might need an operation if this continues.

Speaker BIt's not the restrictions on what I can eat; it's having tocheck foods all the time that's annoying. You neverknow when a dish has been prepared with nut oil. I feellike such a nuisance when I go out to a restaurant. I'msure that my friends choose not to invite me to eat outwith them.

Speaker CYes, I wore glasses at university, but later I had lasereye-surgery. At the time, people told me horror storiesabout what could go wrong. But I went to a place with agood reputation. That was ten years ago, and my sighthas been perfect ever since. If anything, I'm annoyed Ididn't do it earlier.

Speaker DI'm a bit of a hypochondriac, to be honest. The slightestsneeze of sore throat and I think I need to go tohospital! I went to the doctor's last week with what Iwas sure were early signs of a heart attack. She told me Iwas suffering from indigestion, and nothing more!

Speaker EI know it was just a small infection, but it could haveturned into something worse, couldn't it? And I had towait for a week for an appointment! Well, by that time,it had cleared up on its own! I complained, but thedoctor said if I have an emergency, I can go to Casualty.But the queues at Casualty are miles long!


Speaker: A lot of people are on diets these days andthere might be several reasons for that. First of all,people may feel that others will find them moreattractive if they are thinner. There’s a lot of pressurefrom the media to lose weight. For example, magazinesoften have photographs of celebrities on beaches andthey comment on their weight. Also, advertisements on

TV are usually full of slim people in beautiful housesleading successful lives and that suggests that thethinner you are, the better your life will be. Secondly,people might go on diets for health reasons. Forinstance, someone who has high blood pressure mayneed to cut out dairy products and exercise more. To mymind, this is by far the best reason to go on a diet.Regarding my own lifestyle, I would say that I try tomake it healthy. I exercise regularly, I don’t smoke and Ieat a lot of home-made food. On the other hand, I dohave a lot of stress in my life. I’m taking exams at themoment and sometimes I can’t get to sleep at nightbecause I’m thinking about whether I’m going to pass ornot. As for which type of food I prefer, I’d say that what I eatdepends on where I am and who I’m with. At home, forexample, we always eat a good balanced meal: a littlemeat, lots of vegetables and plenty of fruit juice. Ialways have cereal for breakfast, I drink a lot of waterduring the day and I have fruit instead of crisps andsweets. However, if I’m out with my friends, I’ll probablyeat something from a fast food restaurant, a burgerwith fries perhaps. So I like healthy food, but I also enjoyjunk food from time to time.Examiner: Do you think it is important for people toknow how to cook?Speaker: Yes, I do. It’s very important for two reasons.The first is that it gives you some independence. Youdon’t have to rely on other people cooking for you. Thesecond reason is that you can cook real home-madefood. It’ll save you money and you won’t eat junk foodso often.Examiner: What’s your favourite dish?Speaker: Lasagna. I love all Italian food, but lasagna ismy favourite. My mum doesn’t cook it at home so I onlyreally eat it in restaurants. That’s another good reasonfor knowing how to cook – I could make it myself andhave it all the time!

Module 4


DJ: Welcome to today’s show! We have five callers whoare going to tell us about some extraordinary events andfestivals they’ve been to. First up is Amanda. Hello,Amanda. Amanda: Hello! While on my travels last year, I was inMalaysia and attended a Lion Dancing Championship!Wow, these dancers are so talented! Basically, theyperform traditional lion dances in amazing elaborate lioncostumes. They dance in time to the music of drums,cymbals and gongs, but the most amazing thing is thatthey perform acrobatics and stunts high up off theground on tall poles. It’s absolutely fascinating!DJ: It sounds thrilling, Amanda. Thanks for that. Next onthe line is Millie. Hi, Millie. Millie: Hi! OK, so this autumn I went to New York andsaw a chocolate fashion show, can you believe it? It wasabsolutely extraordinary to see models dressed from


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head to toe in clothes and accessories made of chocolateand other chocolate treats like macaroons andprofiteroles! We were told that fashion designers andtop chefs work together to come up with thesecreations – they must be so talented!DJ: They really must be, Millie! Next we have Michael.Hello, Michael. Michael: Hi. I was recently in the Netherlands during theLiving Statue World Championships and it was a reallyinteresting experience. I couldn’t believe how realistictheir costumes and makeup were! These performers arebasically mime artists who stand perfectly still until yougive them some money. You would think that it’s easyto just stand still but it really isn’t – these people arevery talented actors. DJ: You’re right, Michael. Finally, we have Pete on theline. Pete: Hi. My family and I holidayed in Venice inSeptember and had the chance to see the famous VeniceRegatta. I’d describe it as a colourful procession onwater! The racers dress in brightly coloured historicaloutfits and take part in races in decorated rowing boats.It’s really worth going there to see it!DJ: That sounds wonderful too, Pete. Well, thank you toall our callers for joining us. I for one really hope I getthe chance to experience one of those events. They allsound remarkable. Next on the show …


“The young man in picture A looks smart but not formal.He is leaning against a concrete wall, reading anewspaper. It looks a serious broadsheet newspaper,though his attention isn’t on the page. The youngwoman in picture B is sitting cross-legged on a woodenjetty by a water feature. She’s dressed very casually andhas a hat, bag and cup of coffee next to her. She’sreading a book with a red cover. It’s a plain cover, andmight be from a library. I think the young man might bewaiting for a train or bus. He might be at work, becausehe’s wearing a watch. The young woman isn’t wearing awatch and looks like she’s going to be spending moretime reading. I think the woman has deliberately chosento go to the park to read, but the young man is readingto pass the time while he does something else.”


Speaker 1: I’m constantly checking the news apps on mymobile phone for celebrity gossip! Although you canread about your favourite stars in a newspaper ormagazine, it’s just not the same. These apps are updatedthroughout the day, so I can keep really up-to-date witheverything that’s going on in the entertainment world. Ioften check the news sites in between my classes andafter school when I’m on the bus on the way home. I’m alittle bit addicted to them!Speaker 2: One of my favourite pastimes is going to thetheatre or the cinema to watch the newest plays andfilms. So I pick up a free daily newspaper every dayoutside the metro station on my way to work to see

which performances have been praised by the media andseem worth going to see. I often choose what I’m goingto see next from these articles. My favourite shows of allare musicals. Actually, it’s my dream to be up there onthe stage with the performers, and to be given four starsby Arts critics!Speaker 3: I usually keep up with what’s going on in theworld online. In fact, the first thing I do every morning isgo to all the main national newspaper sites and read theheadlines. I guess I enjoy the fact that I can have a quicklook whenever I have a free moment rather than havingto go out and buy a printed newspaper and then sitdown and read it. That would take time that I don’thave. I also like the fact that there are often videosonline to go with the articles. By clicking on thosethere’s no need any more for me to watch the TV news;I’m not usually at home when the news is on, anyway.Speaker 4: I know it’s important to have at least ageneral idea of what’s going on in the world, but I reallydon’t enjoy reading newspapers, online or the oldfashioned way, in print. I’d much rather flick through amagazine and catch up with the latest celebrity gossip,to be honest! I find that relaxing, whereas the news isfull of depressing wars, crime and disasters. I’m a littleashamed to admit it, but I can’t help how I feel. Speaker 5: I know most people like to keep up with thenews online these days, but I’m not one of them!There’s nothing I like better than taking a break to sitdown with a broadsheet newspaper and a cup of coffeeto read the news in the old fashioned way. I find it areally pleasant way to unwind when I get home. Afterall, I spend all day looking at a screen at work, so I wantto do something that helps me to totally switch offwhen I get home.


A: Good morning, did you have a good weekend?B: Yes, it was very relaxing, what about you?A: Well, I did a bit of shopping on Saturday and then I

saw a really good film yesterday.B: Oh, which film?A: The Amazing Spider-Man. Have you seen it?B: No, is it an action film?A: Yes. It’s based on the comic book character.B: Tell me about it, then?A: Well, it’s set in New York and the story begins with

high school student Peter Parker trying to discoverwhy his parents disappeared. He finds a clue whichleads him to his father’s old work colleague, Dr CurtConnors. Peter discovers his own powers and mustprepare to face the villain, the Lizard, and becomethe hero.

B: It sounds interesting. Who stars in it?A: It stars Andrew Garfield and it’s directed by Marc

Webb.B: So, you would recommend this film then?A: Oh, absolutely. It’s got spectacular special effects, a

gripping storyline and well-developed characters. Thecast give superb performances and it has an action-packed ending.


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B: Sounds like I should see this film.A: Definitely, it’s a must-see!


Dialogue AA: Just look at that! You wouldn’t know it’s a real

person at all.B: It is pretty impressive, yes, but I couldn’t stand all

those passers-by staring at me all the time.A: But that’s exactly what they want. They’re

entertainers; they love what they do.B: I bet they don’t love it when it starts to rain!

Dialogue BA: Come on, we’ll be able to see better if we’re right in

front of the stage.B: No way, it’s always too crowded there. Let’s stand

where there’s more room.A: What’s the point of being here if we can’t see the

band?B: Don’t exaggerate! We’ll be able to see and hear

perfectly well.

Dialogue CA: Wow, look at those hats they’re wearing. They must

have been really expensive!B: Yeah, they look like models, don’t they. To be honest,

I feel a little out of place.A: Don’t worry, you look fine. Come on, let’s put a bet

on. I think the race is starting soon.B: OK.

Dialogue DA: The reviews for this were very good. One critic said

the lead actor gave the best performance he’d seenall year.

B: I remember seeing a production of this, three, maybefour years ago. The cast were great then, too.

A: I wonder if there’s going to be a break halfwaythrough. It’s a very long play.

B: Shh, it’s starting!

Module 5


Int: Good morning listeners, I’m Simon Shadwell andwelcome to this week’s edition of ‘Business WorldToday’. We just love hearing about people who havecome up with innovative ideas that they turn into asuccessful business, so today in the studio I have with meAlice Gibson, a businesswoman in her twenties. Now,Alice not only used her imagination to make a goodprofit, but is also making a difference by helping childrenwith autism. Hello, Alice. Alice, how did this all start?Alice: Hi, Simon. Well, I did a degree in Art and Designand our teachers always encouraged us to findsomething that hadn’t been done before and do it. Theytaught us the process of coming up with a new idea, ofdoing research on it and most importantly of all, how to

go about applying the things we learnt. All that reallygave me the confidence to believe I could succeed.Int: So you decided to start a business of your own? Alice: Well, yes, but not immediately. For about a yearafter leaving university I simply painted and I believe,created some of my best work. Anyway, I tried sellingthe paintings to some local art galleries but without toomuch luck. I sold one or two, but I wasn’t makingenough to live on. That’s when I decided to trysomething a bit different.Int: OK … tell us all about it, Alice. Alice: Well, I had always enjoyed fabric design atuniversity so I decided to try printing my own designson beautiful fabrics like silk and then making them intobags. Of course I have to mention here that I couldn’thave got started so easily without the amazingencouragement and involvement of others. Two friendsfrom my university course gave me a hand making thebags and they are now my business partners. Then myuncle helped us design our website and blog. One of myold art teachers advised us where to find good qualityfabric at a low price and so on … I’m really grateful tothem all.Int: You mentioned that you set up a blog, too? Alice: Yes, that’s right. We blogged about the way wemade the bags and posted photos of the process and ofour designs. We also set up a Facebook page linked toour website and paid for Facebook advertising and evenset up a Twitter account. We did everything we could toget our name out there and attract customers. At first,just family and friends were buying our bags, but then Iwas astounded by how things just seemed to take off.Sales jumped from just a few a week to more than 100in just a few months. We had been warned that wemight have to be very patient before seeing results andwe were told more than once that most new businessesfail. We were really amazed. Int: And then what happened after that?Alice: Well, before long a well-known chain storeoffered to stock our bags. We agreed, and before weknew it our creations were hanging on the racks ofseveral shops. At first it all seemed really strange and Iwasn’t sure if we had made the right decision. It feltalmost like we had lost control and handed over thebusiness to someone else. But I soon relaxed when I sawhow much our sales rocketed! At that point we startedto employ more people and the rest, as they say, ishistory!Int: But your company is not all about making money, isit? Don’t some of your profits go towards funding agood cause?Alice: Yes, ten percent of the money we make from oursales goes towards research to help find a cure forautism. It’s an issue I feel really strongly about becausemy nephew is autistic and I’ve seen the effect it’s had onthe family. I feel very fortunate that my business hasbeen so successful so it’s a pleasure to be able to help insomething worthwhile like that.


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Int: That’s great, Alice. And finally, what are your plansfor the future?Alice: To tell you the truth, I’m still trying to get used toall the changes that have happened in my life during thepast couple of years! It has all been a bit overwhelming,I guess. So I’m just going to sit back and enjoy it, andthen continue working on our new designs for nextseason.Int: Well, thank you for sharing your success story withus. I hope it continues to go well, Alice!Alice: Thank you very much!


It was risky, but I knew I wanted to try it. The cavediving club had never explored the dangerous ice cavesin the frozen lake before, but it seemed like tooincredible an opportunity to miss. We set out early on afreezing cold but sunny day and arrived at the lakesidechatting excitedly.Before I knew it, we had all dived quickly into thefreezing water in our heated wetsuits. When I enteredthe first cave cautiously, the view was absolutelyspectacular with icy stalactites and colourful creaturesall around. Then, suddenly, there was an awful crackingsound above me.I stared in horror as the cave wall began to collapse! Butthen I felt a rough arm pulling me. I could still hear thethunderous noise of the ice breaking as I reached thesurface. My friend Liam had saved me from beingcrushed by the ice – just in time!As the others surfaced, you could see the look of reliefspread over everyone’s faces. “I don’t think I’ll ever dothat again!” I said, still shaking with cold and fear, butextremely happy to be alive.


Speaker ALots of people want to be successful in business and runtheir own company, but I want to take it a step further;I’d love to run my own restaurant chain one day. Peopletell me I’m crazy and that it’ll be an unbelievableamount of work, with no guarantee that I’ll succeed, butI don’t care. There’s just something in me that wants toshow myself and others just how much I can achieve.The sky’s the limit!

Speaker BI’ve always wanted to be a pilot. The thing is, though,you can’t just send your CV out to airlines and expect tobe offered a job. It can take up to 10 years of flyingexperience just to be able to apply for a position! So, Ineed to have lots of flying lessons and get variouscertificates and I need to get a four-year degree at auniversity, too. It’s a long, difficult, expensive process,but I’m determined to reach my goal!

Speaker CTo me, there would be nothing more rewarding thanbeing a nurse. Nurses are there for people at their mostdifficult moments. They get to help them practically

with their medical knowledge and they might even getthe chance to help save someone’s life. Nurses can alsotake their skills with them wherever they go. I think itwould be great to spend some time nursing abroad.

Speaker DI’m actually quite envious of my friends who want to bedoctors, accountants or teachers. I’m finding it reallydifficult to choose which direction I want my career totake. I’ve never really had a strong desire to do oneparticular job. I think it’s hard to be sure if you wouldlike something when you’ve never tried it. Maybe Ishould try shadowing a few people in their jobs so that Ican get an idea about what they do. Perhaps I’ll findsomething that appeals to me.

Speaker EI’ve always enjoyed teamwork at school. I thinkgenerally people can work more effectively when theymake use of each other’s skills and strengths. Whenpeople work together they can get ideas from eachother and put them all together to create somethingreally really good. You can’t do that when you work byyourself. I think it could be really lonely and boringworking alone, too, so I definitely wouldn’t like to dothat.

➢ Exercise 5c (p. 103)

I think that there are a few different reasons why peoplemight want to go where no one has been before, forexample to the bottom of a very deep ocean or a reallydeep cave. First of all, many people enjoy the challengeof these kinds of experiences. They are the sort ofpeople who experience a real thrill when they manageto achieve something that is considered really difficult orsee an amazing sight for the first time ever. Also, theymight want to go for a specific reason, like to studyplant and animal life there for their job. In fact, thesekinds of expeditions are usually very useful for scientistsand other professionals. They can teach the world aboutnew species and environmental issues, for instance.Through photography and journalism, people can alsoshare in the amazing experience of seeing thesebeautiful places. Personally, I would love to go on anexpedition, but I would be quite nervous about it.Sometimes exploring new places can be difficult becausethe environment is harsh or it’s difficult to reach. I thinkthat it would be really important to train well beforeand to go with experts. Most of all, I’d love to go on avoyage to the bottom of the sea! I think it would be justamazing to see all the unusual animal life down there.

Module 6


To begin with, in picture A there are some angry protesters.A woman is shouting through a megaphone and also itlooks like there is an angry crowd in the background.This is a very public demonstration to make a point. Onthe other hand, picture B shows a couple of tents. In


front of them are banners with slogans on them. Theymight be camping out in protest. This must be a silentprotest which is very different from a large crowd beingheld back by a police barrier. In my opinion, the secondtype of protest is more effective because it makespeople think as they pass by. Loud demonstrations canbe a good way to get publicity, but they often scarepeople and can sometimes get violent.


Speaker AI won free passes to a war museum and decided to takemy niece and nephew for a day out. I was really pleasedbecause museum entry fees can be expensive. We had areally great day and the children both took somesouvenirs home which cost me a fortune! What Icouldn’t believe was how much there was to see, fromdisplays of weapons and battle vehicles used duringdifferent wars to multimedia presentations about whathappened – there were so many different things.Actually, we’re eager to go back and see the things wemissed out on.

Speaker BI was writing an essay on war propaganda, so I thoughtit would be valuable to go to a war museum and see itfirst-hand. I thoroughly enjoyed looking at thecollections and came away with lots of information formy essay. I even had access to private collections thatweren’t on public view – it was such an interestingexperience and I took away a lot. The only thing was, Iwanted to buy some books and memorabilia at the endof my visit but they were really expensive!

Speaker CI’m a history fanatic, so when my friends suggestedvisiting a war museum I said yes straight away. On themorning of our visit, it was pouring down with rain, so itwas the perfect day to go to a museum! I love war art, likeall the posters reminding people to be careful what theysaid, and calling women to work in the factories, and I wasfascinated looking at the museum’s great collections. Thetour guide told us a lot about all the badges and medalsand other mementos, too, but I wasn’t really interested inall that. At the end of the visit, I bought some postcardsshowing some of my favourite posters.

Speaker DMy history class recently paid a visit to a war museumand I was less than excited about it. We listened tovarious talks by guides at the museum telling us allabout the various exhibits. I thought it was going to bereally boring, but surprisingly I had quite a good day. Inclass the following day, our teacher gave us a little teston what we’d learnt at the museum. I didn’t do verywell, but all in all it wasn’t such a bad experience.

Speaker EI have always been fascinated by aeroplanes, especiallyafter being told that my great-grandfather was an airforce pilot in World War II. So, when I discovered that

the Royal Air Force was having an air show at a warmuseum, I just had to go. As well as the air show, theticket included a museum tour and a special exhibitionof war planes. The only thing was that rain wasexpected and it was unsure whether the show would goahead. But, luckily, the rain stayed away, the air showwas fantastic and I had a wonderful day.


Dialogue AA: Hey, look at that!B: What, what?A: You have to come over to my window. Oh, it’s too

late, we’re past it now.B: Was it a building or a statue? The tour guide didn’t

say anything.A: No, it was a poster for the new superhero film.B: Oh, for goodness sake! We can see that in our own city.

Dialogue BA: This is an ancient boat. It’s called a bireme because it

has two rows of oars. But it also has a mast and a sailas well, as you can see.

B: What’s this bit?A: Don’t touch the model, please. That’s a ram, for

attacking other boats in battle.B: Where were they used?A: They sailed all over the Mediterranean Sea, around

2000 years ago. Now, if there are no more questions,we can move on to the next exhibit.

Dialogue CA: That statue is extraordinary.B: Yes, and there’s more like it in the other museums.A: There are lots of them in Rome, aren’t there?B: That’s why all the advertising posters have statues

and paintings on them!A: Okay, you’ve convinced me. I’d like two tickets for

next weekend.B: Of course. Shall I book you a hotel near the museum

as well?

Dialogue DA: Will we get off at that platform, mummy?B: This is a port, dear. They don’t call them platforms.A: What do they call them, then?B: Quays, normally. But that one looks a little small for

a vessel of this size.A: The city looks beautiful, doesn’t it?B: Yes. Coming in from the sea is the best way to see it.

RNE Skills Listening Practice

➢ Skills 1, Exercise 2 (p. LP1)

Dialogue AA: You’ve got a fantastic view from here, Kate!B: I know, isn’t it wonderful? Look, you can even see

the river over there in the distance.A: It’s lovely. You’re really lucky to live on the top floor.

141



Your living room is really modern and spacious, too.B: I love it. Come on, I’ll show you the kitchen.

Dialogue BA: Oh no, I forgot to get salad. The fresh food’s all the

way back near the entrance in the first aisle. B: Don’t worry, I’ll go and get it.A: Thanks. Oh, can you pick up something for dessert

tonight, too?B: Sure, anything else?A: No, that’s all. I’ll go and get in the queue to pay.

Dialogue CA: It’s great here, isn’t it? Everything all under one roof.B: Yes, I’m enjoying it. Oh look, they’ve got a sale on

here! I’d really like a new pair of jeans. Shall we havea look inside?

A: OK. I’ll see if they’ve got any winter coats. I reallyneed a new one.

B: Oh, me too. Come on then!

Dialogue DA: I’m just going to pop into this shop to buy a

magazine to read on the journey.B: OK, I’ll go and sit down over there and wait for you. I

want to be near a screen so I can see when ourdeparture gate is open.

A: OK. You’ve got our boarding passes, haven’t you?B: Yes, they’re in my bag. Don’t worry.


Speaker AI only started taking part in diving competitions quiterecently. Last year, I actually won a gold medal in a bigevent. It was such an amazing feeling, but I have to say,it wasn’t easy. I started training for the event monthsago. I went to the pool every day for 2 hours beforecollege and then again after lessons. It was really hardwork but it was worth it.

Speaker BI’m quite a sporty person, but I’ve never felt attracted byall these crazy adrenaline sports like hang gliding androck climbing. I just don’t see the point of puttingyourself in so much danger. I once went white waterrafting and I just felt really stressed out as we raceddown the river bumping into all the rocks! It was awful!

Speaker CIt seems like all my friends have signed up to this newexercise class recently. All the local gyms are offering it.It’s sort of a cross between aerobics and dance. Myfriends have told me that it includes other elements suchas hip-hop, salsa, belly dancing and even martial arts. Ican understand why so many people like it – it soundslike a lot of fun.

Speaker DI’ve wanted to open my own outdoor activity centre forages, but now a friend and I are finally going to make ithappen. We’re going to have a climbing wall, anoutdoor swimming pool and many other exciting

activities. I can’t wait for our opening day. Hopefully it’llbe some time next year.

Speaker EDon’t get me wrong, I do try to stay fit. I walkeverywhere and go to the gym a few times a week.When it comes to team sports, though, I’ve always beenmore of a spectator than a participant. My favouritesport of all is ice hockey. I have a season ticket to see allmy team’s matches. It’s such a fast, exciting game withloads of action and there’s always a great atmosphereamong the supporters.


Andy: Hi Sarah. Have you heard my news? I’m takingcapoeira classes at the community centre.Sarah: Morning, Andy. I don’t think I’ve ever heard ofcapoeira. What is it?Andy: It’s a mix of martial arts, dance and music, butunlike other martial arts, there’s no actual contactbetween the two players.Sarah: If you don’t touch your opponent, how do you win?Andy: It’s all about skill. You stop before you hit someoneand avoid attacks rather than block them. It’s a series ofmovements, using mainly your legs, feet and head,keeping to a rhythm played on musical instruments. Oneof the musicians decides who the best contestant was.Sarah: It sounds more like dancing to me.Andy: Well, I personally like to think of it as a martial artset to music. Sarah: Do you need to be fit to take part?Andy: You need to be reasonably fit, yes, but just likeother martial arts, beginners learn simple moves first ofall. I’ve only been going for a few weeks so it’ll be awhile before I face an opponent.Sarah: So why did you start doing capoeira?Andy: I’d been going to the gym for years, but I waslosing interest. Working out had become a chore. Thegood thing about capoeira is that it’s a sport that bringspeople together. I’ve made lots of friends since I’ve beengoing to the community centre.Sarah: The more you tell me, the more interesting itseems. How do people sign up for classes?Andy: There’s not that many places so it’s best to phoneor call in at the community centre and book. It’s gettingmore and more popular every week. The classes starteda couple of weeks ago. At the beginning, there was justone class on a Monday, but so many people came alongthat they had to add another on Thursdays.Sarah: It sounds like it’s a lot of fun. I think I’ll join up.Andy: That’s a great idea. We could go together onThursday.Sarah: Oh no, I’ve just remembered I’ve got hockeypractice on Thursdays and there’s an important matchthis weekend.Andy: Well why don’t you come with me next Monday then?Sarah: OK. I’ll phone the community centre when I getback home and book a place.

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Evaluations

14 City Stars 9 Ts Eval.qxp_14 City Stars 9 Ts Eval 5/26/17 5:12 PM

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Evaluation criteria: c (green) w (yellow) n (red)

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Formative Evaluation Chart

Students’ names: Mark and comments

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Cumulative EvaluationStudent’s Self Assessment Forms

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself. • read and talk about lifestyles .................................................................................................................................................. • compare cultures .................................................................................................................................................. • check in for a flight .................................................................................................................................................. • request & respond .................................................................................................................................................. • read and talk about alternative living .................................................................................................................................................. • present ways to reduce waste .................................................................................................................................................. • read and talk about living in an airport .................................................................................................................................................. • compare people .................................................................................................................................................. • talk about daily problems & annoyances .................................................................................................................................................. • make decisions .................................................................................................................................................. • talk about problems/agree – disagree .................................................................................................................................................. • read and talk about community spirit .................................................................................................................................................. • read for gist .................................................................................................................................................. • read for specific information .................................................................................................................................................. • listen for detail ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write an interview ..................................................................................................................................................

• describe a visit to a tribe ..................................................................................................................................................

• write how immigrants become citizens in your country ..................................................................................................................................................

• describe a day as a freegan ..................................................................................................................................................

• compare lifestyles ..................................................................................................................................................

• write a for and against essay ..................................................................................................................................................

• identify sentence order in a paragraph ..................................................................................................................................................

• write supporting sentences for a topic sentence ..................................................................................................................................................



CODE



Go through Module 2 and find examples of the following. Use the code to evaluate yourself. • read and talk about extreme people, place & activities .................................................................................................................................................. • read and talk about eating insects/bugs .................................................................................................................................................. • read and talk about unusual devices .................................................................................................................................................. • read and talk about a community of people .................................................................................................................................................. • invite a friend to an event .................................................................................................................................................. • show hesitation .................................................................................................................................................. • describe a visit to a cave .................................................................................................................................................. • read for gist .................................................................................................................................................. • read for detail/purpose .................................................................................................................................................. • read for specific information .................................................................................................................................................. • have an interview .................................................................................................................................................. • talk about extreme sports .................................................................................................................................................. • compare ideas/speculate/give reasons .................................................................................................................................................. • listen for specific information .................................................................................................................................................. • describe a photo ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write sentences about attitudes towards eating insects .................................................................................................................................................. • write about an extreme sport .................................................................................................................................................. • write an opinion essay .................................................................................................................................................. • express opinion .................................................................................................................................................. • write beginnings/endings for essays .................................................................................................................................................. • link ideas .................................................................................................................................................. • support viewpoints with reasons/examples ..................................................................................................................................................



CODE



Go through Module 3 and find examples of the following. Use the code to evaluate yourself. • read and talk about healthcare & fitness .................................................................................................................................................. • read for cohesion .................................................................................................................................................. • discuss alternative therapies .................................................................................................................................................. • summarise a text .................................................................................................................................................. • identify main ideas in a text .................................................................................................................................................. • read & talk about physical activities .................................................................................................................................................. • give sb a tour of a place .................................................................................................................................................. • discuss symptoms & remedies .................................................................................................................................................. • express sympathy .................................................................................................................................................. • read and talk about emotional health .................................................................................................................................................. • read for detail (opinion, attitude, purpose, main idea, tone, gist) .................................................................................................................................................. • talk about stressful situations .................................................................................................................................................. • present ways to deal with stress .................................................................................................................................................. • express choice/reason – recommend .................................................................................................................................................. • listen for specific information (tone/attitude/topic/situation/detail) ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a paragraph giving reasons .................................................................................................................................................. • write a text about a place of natural beauty .................................................................................................................................................. • write a paragraph expressing opinion .................................................................................................................................................. • write tips on how to manage anger .................................................................................................................................................. • write a report making suggestions & recommending .................................................................................................................................................. • practise formal style .................................................................................................................................................. • make suggestions/recommendations ..................................................................................................................................................



CODE



Go through Module 4 and find examples of the following. Use the code to evaluate yourself. • read and talk about festivals & events .................................................................................................................................................. • present a festival as live TV commentary .................................................................................................................................................. • read and talk about circus performers .................................................................................................................................................. • act out an interview .................................................................................................................................................. • read for text structure/cohesion and coherence .................................................................................................................................................. • read for specific information & detail .................................................................................................................................................. • buy a formal outfit .................................................................................................................................................. • compliment .................................................................................................................................................. • read & talk about photography .................................................................................................................................................. • talk about hypothetical situations .................................................................................................................................................. • talk about news & the media .................................................................................................................................................. • compare photos .................................................................................................................................................. • listen for gist, detail, function, purpose, attitude, opinion, relationship, etc ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a paragraph expressing choice & reason .................................................................................................................................................. • write sentences explaining a motto .................................................................................................................................................. • write a letter about a famous sporting event .................................................................................................................................................. • write a short account of a day in the life of a photographer .................................................................................................................................................. • write a paragraph about a festival .................................................................................................................................................. • write a review .................................................................................................................................................. • recommend a book/film, etc ..................................................................................................................................................



CODE



Go through Module 5 and find examples of the following. Use the code to evaluate yourself. • read & talk about breakthroughs .................................................................................................................................................. • read & talk about nanobots .................................................................................................................................................. • report people’s words .................................................................................................................................................. • identify main ideas in paragraphs .................................................................................................................................................. • read for opinion, attitude, purpose, main idea, detail, tone, gist .................................................................................................................................................. • read for specific information & detail .................................................................................................................................................. • take part in a telephone survey .................................................................................................................................................. • persuade someone to visit a place .................................................................................................................................................. • show interest .................................................................................................................................................. • read & talk about success .................................................................................................................................................. • read for text structure, cohesion & coherence .................................................................................................................................................. • present a scientist’s profile .................................................................................................................................................. • talk about career success .................................................................................................................................................. • listen for gist, detail, purpose, attitude, opinion, etc ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write a summary of a text .................................................................................................................................................. • write a paragraph giving reasons .................................................................................................................................................. • write a text about an important observatory/science museum .................................................................................................................................................. • write a story .................................................................................................................................................. • sequence events .................................................................................................................................................. • practise narrative/descriptive language .................................................................................................................................................. • write beginnings/endings to a story ..................................................................................................................................................


CODE




Go through Module 6 and find examples of the following. Use the code to evaluate yourself. • read & talk about historic tourist attractions .................................................................................................................................................. • read & talk about a shipwreck .................................................................................................................................................. • read for text structure, cohesion & coherence .................................................................................................................................................. • read & talk about household duties .................................................................................................................................................. • read & talk about Charles Dickens .................................................................................................................................................. • persuade sb to visit a tourist attraction .................................................................................................................................................. • comment on an experience .................................................................................................................................................. • read & talk about archaeological sites .................................................................................................................................................. • read for specific information & detail .................................................................................................................................................. • read for detailed understanding of a text .................................................................................................................................................. • talk about war & protest .................................................................................................................................................. • compare photographs .................................................................................................................................................. • listen for general gist, detail, function, etc ..................................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself. • write sentences describing a scene .................................................................................................................................................. • write a short diary entry for a day in the life of a person .................................................................................................................................................. • write a text about a famous author from the past .................................................................................................................................................. • write sentences giving reasons .................................................................................................................................................. • write an article describing a place .................................................................................................................................................. • use descriptive language .................................................................................................................................................. • use the senses to describe a place ..................................................................................................................................................



Progress Report Cards

Progress Report Card

.............................................................. (name) can: Module 1

very well OK not very well

read and talk about lifestyles

compare cultures

check in for a flight

request & respond

read and talk about alternative living

present ways to reduce waste

read and talk about living in an airport

compare people

talk about daily problems & annoyances

make decisions

talk about problems/agree – disagree

read and talk about community spirit

read for gist

read for specific information

write an interview

describe a visit to a tribe

write how immigrants become citizens in their country

describe a day as a freegan

compare lifestyles

write a for and against essay

identify sentence order in a paragraph

write supporting sentences for a topic sentence




.............................................................. (name) can: Module 2


read and talk about extreme people, place & activities

read and talk about eating insects/bugs

read and talk about unusual devices

read and talk about a community of people

invite a friend to an event

show hesitation

describe a visit to a cave

read for gist

read for detail/purpose

read for specific information

have an interview

talk about extreme sports

compare ideas/speculate/give reasons

listen for specific information

describe a photo

write sentences about attitudes towards eating insects

write about an extreme sport

write an opinion essay

express opinion

write beginnings/endings for essays

link ideas

support viewpoints with reasons/examples




.............................................................. (name) can: Module 3


read and talk about healthcare & fitness

read for cohesion

read and discuss alternative therapies

summarise a text

identify main ideas in a text

read & talk about physical activities

give sb a tour of a place

discuss symptoms & remedies

express sympathy

read and talk about emotional health

read for detail (opinion, attitude, purpose, main idea, tone, gist)

talk about stressful situations

present ways to deal with stress

express choice/reason – recommend

listen for specific information (tone/attitude/topic/situation/detail)

write a paragraph giving reasons

write a text about a place of natural beauty

write a paragraph expressing opinion

write tips on how to manage anger

write a report making suggestions & recommending

practise formal style

make suggestions/recommendations




.............................................................. (name) can: Module 4


read and talk about festivals & events

present a festival as live TV commentary

read and talk about circus performers

act out an interview

read for text structure/cohesion and coherence

read for specific information & detail

buy a formal outfit

compliment

read & talk about photography

talk about hypothetical situations

talk about news & the media

compare photos

listen for gist, detail, function, purpose, attitude, opinion,relationship, etc

write a paragraph expressing choice & reason

write sentences explaining a motto

write a letter about a famous sporting event

write a short account of a day in the life of a photographer

write a paragraph about a festival

write a review

recommend a book/film, etc




.............................................................. (name) can: Module 5


read & talk about breakthroughs

read & talk about nanobots

report people’s words

identify main ideas in paragraphsread for opinion, attitude, purpose, main idea, detail, tone,gistread for specific information & detail

take part in a telephone survey

persuade someone to visit a place

show interest

read & talk about success

read for text structure, cohesion & coherence

present a scientist’s profile

talk about career success

listen for gist, detail, purpose, attitude, opinion, etc

write a summary of a text

write a paragraph giving reasons

write a text about an important observatory/science museum

write a story

sequence events

practise narrative/descriptive language

write beginnings/endings to a story




.............................................................. (name) can: Module 6


read & talk about historic tourist attractions

read & talk about a shipwreck

read for text structure, cohesion & coherence

read & talk about household duties

read & talk about Charles Dickens

persuade sb to visit a tourist attraction

comment on an experience

read & talk about archaeological sites

read for specific information & detail

read for detailed understanding of a text

talk about war & protest

compare photographs

listen for general gist, detail, function, etc

write sentences describing a scene

write a short diary entry for a day in the life of a person

write a text about a famous author from the past

write sentences giving reasons

write an article describing a place

use descriptive language

use the senses to describe a place


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